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| Publications of Kenneth A. Dodge :chronological by type by tags listing:%% @article{fds272001, Author = {Coie, JD and Dodge, KA and Coppotelli, H}, Title = {"Dimensions and Types of Social Status: A Cross-Age Perspective": Correction}, Journal = {Developmental Psychology}, Volume = {19}, Number = {2}, Pages = {224}, Publisher = {American Psychological Association (APA)}, Year = {1983}, Month = {March}, ISSN = {0012-1649}, 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 = {fds272001} } @article{fds272117, Author = {Orrell-Valente, JK and Hill, LG and Brechwald, WA and Dodge, KA and Pettit, GS and Bates, JE}, Title = {"Just three more bites": an observational analysis of parents' socialization of children's eating at mealtime.}, Journal = {Appetite}, Volume = {48}, Number = {1}, Pages = {37-45}, Year = {2007}, Month = {January}, ISSN = {0195-6663}, url = {http://dx.doi.org/10.1016/j.appet.2006.06.006}, Abstract = {The objective of this study was to describe comprehensively the structure and process of the childhood mealtime environment. A socioeconomically diverse sample of 142 families of kindergarteners (52% females) was observed at dinnertime using a focused-narrative observational system. Eighty-five percent of parents tried to get children to eat more, 83% of children ate more than they might otherwise have, with 38% eating moderately to substantially more. Boys were prompted to eat as often as girls and children were prompted to eat as many times in single- as in two-parent households. Children were very rarely restricted in their mealtime intake. High-SES parents used reasoning, praise, and food rewards significantly more often than low-SES families. Mothers used different strategies than fathers: fathers used pressure tactics with boys and mothers praised girls for eating. Future research should examine the meanings children ascribe to their parents' communications about food intake and how perceived parental messages influence the development of long-term dietary patterns. Interpreted alongside the evidence for children's energy self-regulation and the risk of disruption of these innate processes, it may be that parents are inadvertently socializing their children to eat past their internal hunger/satiety cues. These data reinforce current recommendations that parents should provide nutritious foods and children, not parents, should decide what and how much of these foods they eat.}, Doi = {10.1016/j.appet.2006.06.006}, Key = {fds272117} } @misc{fds13032, Author = {Zelli, A. and Dodge, K.A. and Lochman, J.E. and Laird, R.D. and The Conduct Problems Prevention Research Group}, Title = {"La Distinzione tra credenze che legittimano l'aggresivita e l'elaborazione deviante dei segnali sociali"}, Pages = {61-99}, Booktitle = {Giovani a rishio: Interventi possibili in realta imposibili}, Publisher = {Milan, Italy: Franco-Angeli}, Year = {2001}, Key = {fds13032} } @article{fds272280, Author = {Rabiner, and L, D and Malone, and S, P and Group, TCPPR}, Title = {"The Impact of Tutoring on Early Reading Achievement for Children with and Without Attention Problems}, Journal = {Journal of Abnormal Child Psychology}, Volume = {32}, Number = {3}, Pages = {273-284}, Year = {2004}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1023/b:jacp.0000026141.20174.17}, Abstract = {This study examined whether the benefits of reading tutoring in first grade were moderated by children's level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement measures were administered after kindergarten and 1st grade, and teacher ratings of attention problems were obtained during 1st grade. During 1st grade, intervention participants received three 30-min tutoring sessions per week to promote the development of initial reading skills. Results replicated prior findings that attention problems predict reduced 1st grade reading achievement, even after controlling for IQ and earlier reading ability. Intervention was associated with modest reading achievement benefits for inattentive children without early reading difficulties, and substantial benefits for children with early reading difficulties who were not inattentive. It had no discernible impact, however, for children who were both inattentive and poor early readers. Results underscore the need to develop effective academic interventions for inattentive children, particularly for those with co-occurring reading difficulties.}, Doi = {10.1023/b:jacp.0000026141.20174.17}, Key = {fds272280} } @misc{fds365762, Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bombi, AS and Pastorelli, C and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Malone, PS and Skinner, AT and Oburu, P and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP}, Title = {'Mixed Blessings': Parental religiousness, parenting, and child adjustment in global perspective}, Pages = {392-415}, Booktitle = {Parenting: Selected Writings of Marc H. Bornstein}, Year = {2022}, Month = {April}, ISBN = {9780367765682}, url = {http://dx.doi.org/10.4324/9781003167570-17}, Doi = {10.4324/9781003167570-17}, Key = {fds365762} } @article{fds325210, Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bombi, AS and Chang, L and Deater-Deckard, K and Di Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP}, Title = {'Mixed blessings': parental religiousness, parenting, and child adjustment in global perspective.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {58}, Number = {8}, Pages = {880-892}, Year = {2017}, Month = {August}, url = {http://dx.doi.org/10.1111/jcpp.12705}, Abstract = {<h4>Background</h4>Most studies of the effects of parental religiousness on parenting and child development focus on a particular religion or cultural group, which limits generalizations that can be made about the effects of parental religiousness on family life.<h4>Methods</h4>We assessed the associations among parental religiousness, parenting, and children's adjustment in a 3-year longitudinal investigation of 1,198 families from nine countries. We included four religions (Catholicism, Protestantism, Buddhism, and Islam) plus unaffiliated parents, two positive (efficacy and warmth) and two negative (control and rejection) parenting practices, and two positive (social competence and school performance) and two negative (internalizing and externalizing) child outcomes. Parents and children were informants.<h4>Results</h4>Greater parent religiousness had both positive and negative associations with parenting and child adjustment. Greater parent religiousness when children were age 8 was associated with higher parental efficacy at age 9 and, in turn, children's better social competence and school performance and fewer child internalizing and externalizing problems at age 10. However, greater parent religiousness at age 8 was also associated with more parental control at age 9, which in turn was associated with more child internalizing and externalizing problems at age 10. Parental warmth and rejection had inconsistent relations with parental religiousness and child outcomes depending on the informant. With a few exceptions, similar patterns of results held for all four religions and the unaffiliated, nine sites, mothers and fathers, girls and boys, and controlling for demographic covariates.<h4>Conclusions</h4>Parents and children agree that parental religiousness is associated with more controlling parenting and, in turn, increased child problem behaviors. However, children see religiousness as related to parental rejection, whereas parents see religiousness as related to parental efficacy and warmth, which have different associations with child functioning. Studying both parent and child views of religiousness and parenting are important to understand the effects of parental religiousness on parents and children.}, Doi = {10.1111/jcpp.12705}, Key = {fds325210} } @article{fds272177, Author = {Crick, NR and Dodge, KA}, Title = {'Superiority' is in the eye of the beholder: A comment on Sutton, Smith, and Swettenham}, Journal = {Social Development}, Volume = {8}, Number = {1}, Pages = {128-131}, Publisher = {WILEY}, Year = {1999}, Month = {January}, url = {http://dx.doi.org/10.1111/1467-9507.00084}, Doi = {10.1111/1467-9507.00084}, Key = {fds272177} } @article{fds271986, Author = {Dodge, KA}, Title = {6. Practice and public policy in the era of gene-environment interactions}, Journal = {Novartis Foundation Symposium}, Volume = {293}, Pages = {87-97}, Year = {2008}, Month = {November}, ISSN = {1528-2511}, Abstract = {This chapter argues that implications of the gene-environment interaction revolution for public policy and practice are contingent on how the findings get framed in public discourse. Frame analysis is used to identify the implications of the ways in which findings are cast. The frame of 'defective group' perpetuates racial and class stereotypes and limits policy efforts to redress health disparities. Furthermore, empirical evidence finds it inaccurate. The frame of 'defective gene' precludes the adaptive genetic significance of genes. The frame of 'individual genetic profile' offers individualized health care but risks misapplication in policies that place responsibility for disease prevention on the individual to the policy relief of industry and toxic environments. Framing the interaction in terms of 'defective environments' promotes the identification of harmful environments that can be regulated through policy. The 'therapeutic environment' frame offers hope of discovering interventions that have greater precision and effectiveness but risks dis-incentivizing the pharmaceutical industry from discovering drug treatments for 'obscure' gene-environment match groups. Can a more accurate and helpful framing of the gene-environment interaction be identified? Findings that genes shape environments and that environments alter the gene pool suggest a more textured and symbiotic relationship that is still in search of an apt public framing. Copyright © Novartis Foundation 2008.}, Key = {fds271986} } @article{fds272102, Author = {Lansford, JE and Malone, PS and Dodge, KA and Crozier, JC and Pettit, GS and Bates, JE}, Title = {A 12-year prospective study of patterns of social information processing problems and externalizing behaviors.}, Journal = {Journal of abnormal child psychology}, Volume = {34}, Number = {5}, Pages = {715-724}, Publisher = {Springer Nature}, Year = {2006}, Month = {October}, ISSN = {0091-0627}, url = {http://www.ncbi.nlm.nih.gov/pubmed/17053997}, Abstract = {This study investigated how discrete social information processing (SIP) steps may combine with one another to create distinct groups of youth who are characterized by particular patterns of SIP. SIP assessments were conducted on a community sample of 576 children in kindergarten, with follow-up assessments in grades 3, 8, and 11. At each age, four profiles were created, representing youth with no SIP problems, with early step SIP problems (encoding or making hostile attributions), with later step SIP problems (selecting instrumental goals, generating aggressive responses, or evaluating aggression positively), and with pervasive SIP problems. Although patterns of SIP problems were related to concurrent externalizing during elementary school, the consistency between cognition and future externalizing behavior was not as strong in elementary school as it was between grades 8 and 11. In some cases, youth characterized by the co-occurrence of problems in early and later SIP steps had higher externalizing scores than did youth characterized by problems in just one or the other.}, Doi = {10.1007/s10802-006-9057-4}, Key = {fds272102} } @article{fds13046, Author = {Lansford, J.E. and Dodge, K.A. and Pettit, G.S. and Bates, J.E. and Crozier, J. and Kaplow, J.}, Title = {A 12-Year Prospective Study of the Long-Term Effects of Early Child Physical Maltreatment and Psychological Behavioral, and Academic Problems in Adolescence}, Journal = {Archives of Pediatrics and Adolescent Medicine}, Volume = {156}, Pages = {824-830}, Year = {2002}, Key = {fds13046} } @article{fds272143, Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE and Crozier, J and Kaplow, J}, Title = {A 12-year prospective study of the long-term effects of early child physical maltreatment on psychological, behavioral, and academic problems in adolescence.}, Journal = {Archives of pediatrics & adolescent medicine}, Volume = {156}, Number = {8}, Pages = {824-830}, Year = {2002}, Month = {August}, ISSN = {1072-4710}, url = {http://www.ncbi.nlm.nih.gov/pubmed/12144375}, Abstract = {<h4>Objective</h4>To determine whether child physical maltreatment early in life has long-term effects on psychological, behavioral, and academic problems independent of other characteristics associated with maltreatment.<h4>Design</h4>Prospective longitudinal study with data collected annually from 1987 through 1999.<h4>Setting and participants</h4>Randomly selected, community-based samples of 585 children from the ongoing Child Development Project were recruited the summer before children entered kindergarten in 3 geographic sites. Seventy-nine percent continued to participate in grade 11. The initial in-home interviews revealed that 69 children (11.8%) had experienced physical maltreatment prior to kindergarten matriculation.<h4>Main outcome measures</h4>Adolescent assessment of school grades, standardized test scores, absences, suspensions, aggression, anxiety/depression, other psychological problems, drug use, trouble with police, pregnancy, running away, gang membership, and educational aspirations.<h4>Results</h4>Adolescents maltreated early in life were absent from school more than 1.5 as many days, were less likely to anticipate attending college compared with nonmaltreated adolescents, and had levels of aggression, anxiety/depression, dissociation, posttraumatic stress disorder symptoms, social problems, thought problems, and social withdrawal that were on average more than three quarters of an SD higher than those of their nonmaltreated counterparts. The findings held after controlling for family and child characteristics correlated with maltreatment.<h4>Conclusions</h4>Early physical maltreatment predicts adolescent psychological and behavioral problems, beyond the effects of other factors associated with maltreatment. Undetected early physical maltreatment in community populations represents a major problem worthy of prevention.}, Doi = {10.1001/archpedi.156.8.824}, Key = {fds272143} } @article{fds272138, Author = {Dodge, KA and Pettit, GS}, Title = {A biopsychosocial model of the development of chronic conduct problems in adolescence.}, Journal = {Developmental psychology}, Volume = {39}, Number = {2}, Pages = {349-371}, Year = {2003}, Month = {March}, ISSN = {0012-1649}, url = {http://www.ncbi.nlm.nih.gov/pubmed/12661890}, Abstract = {A biopsychosocial model of the development of adolescent chronic conduct problems is presented and supported through a review of empirical findings. This model posits that biological dispositions and sociocultural contexts place certain children at risk in early life but that life experiences with parents, peers. and social institutions increment and mediate this risk. A transactional developmental model is best equipped to describe the emergence of chronic antisocial behavior across time. Reciprocal influences among dispositions, contexts, and life experiences lead to recursive iterations across time that exacerbate or diminish antisocial development. Cognitive and emotional processes within the child, including the acquisition of knowledge and social-information-processing patterns, mediate the relation between life experiences and conduct problem outcomes. Implications for prevention research and public policy are noted.}, Doi = {10.1037//0012-1649.39.2.349}, Key = {fds272138} } @article{fds272163, Author = {Keiley, MK and Bates, JE and Dodge, KA and Pettit, GS}, Title = {A cross-domain growth analysis: externalizing and internalizing behaviors during 8 years of childhood.}, Journal = {Journal of abnormal child psychology}, Volume = {28}, Number = {2}, Pages = {161-179}, Year = {2000}, Month = {April}, url = {http://dx.doi.org/10.1023/a:1005122814723}, Abstract = {In a sample of 405 children assessed in kindergarten through the seventh grade, we determined the basic developmental trajectories of mother-reported and teacher-reported externalizing and internalizing behaviors using cross-domain latent growth modeling techniques. We also investigated the effects of race, socioeconomic level, gender, and sociometric peer-rejection status in kindergarten on these trajectories. The results indicated that, on average, the development of these behaviors was different depending upon the source of the data. We found evidence of the codevelopment of externalizing and internalizing behaviors within and across reporters. In addition, we found that African-American children had lower levels of externalizing behavior in kindergarten as reported by mothers than did European-American children but they had greater increases in these behaviors when reported by teachers. Children from homes with lower SES levels had higher initial levels of externalizing behaviors and teacher-reported internalizing behaviors. Males showed greater increases in teacher-reported externalizing behavior over time than did the females. Rejected children had trajectories of mother-reported externalizing and internalizing behavior that began at higher levels and either remained stable or increased more rapidly than did the trajectories for non-rejected children which decreased over time.}, Doi = {10.1023/a:1005122814723}, Key = {fds272163} } @article{fds333726, Author = {Duell, N and Icenogle, G and Silva, K and Chein, J and Steinberg, L and Banich, MT and Di Guinta and L and Dodge, KA and Fanti, KA and Lansford, JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L and Chaudhary, N}, Title = {A cross-sectional examination of response inhibition and working memory on the Stroop task}, Journal = {Cognitive Development}, Volume = {47}, Pages = {19-31}, Publisher = {Elsevier BV}, Year = {2018}, Month = {July}, url = {http://dx.doi.org/10.1016/j.cogdev.2018.02.003}, Abstract = {The authors examined the association between working memory and response inhibition on the Stroop task using a cross-sectional, international sample of 5099 individuals (49.3% male) ages 10–30 (M = 17.04 years; SD = 5.9). Response inhibition was measured using a Stroop task that included “equal” and “unequal” blocks, during which the relative frequency of neutral and incongruent trials was manipulated. Competing stimuli in incongruent trials evinced inhibitory functioning, and having a lower proportion of incongruent trials (as in unequal blocks) placed higher demands on working memory. Results for accuracy indicated that age and working memory were independently associated with response inhibition. Age differences in response inhibition followed a curvilinear trajectory, with performance improving into early adulthood. Response inhibition was greatest among individuals with high working memory. For response time, age uniquely predicted response inhibition in unequal blocks. In equal blocks, age differences in response inhibition varied as a function of working memory, with age differences being least pronounced among individuals with high working memory. The implications of considering the association between response inhibition and working memory in the context of development are discussed.}, Doi = {10.1016/j.cogdev.2018.02.003}, Key = {fds333726} } @article{fds362960, Author = {Dodge, KA and Bai, Y and Godwin, J and Lansford, JE and Bates, JE and Pettit, GS and Jones, D}, Title = {A defensive mindset: A pattern of social information processing that develops early and predicts life course outcomes.}, Journal = {Child development}, Volume = {93}, Number = {4}, Pages = {e357-e378}, Year = {2022}, Month = {July}, url = {http://dx.doi.org/10.1111/cdev.13751}, Abstract = {The hypothesis was tested that some children develop a defensive mindset that subsumes individual social information processing (SIP) steps, grows from early experiences, and guides long-term outcomes. In Study 1 (Fast Track [FT]), 463 age-5 children (45% girls; 43% Black) were first assessed in 1991 and followed through age 32 (83% retention). In Study 2 (Child Development Project [CDP]), 585 age-5 children (48% girls, 17% Black) were first assessed in 1987 and followed through age 34 (78% retention). In both studies, measures were collected of early adverse experiences, defensive mindset and SIP, and adult outcomes. Across both studies, a robust latent construct of school-age defensive mindset was validated empirically (comparative fit index = .99 in each study) and found to mediate the impact of early child abuse (38% in FT and 29% in CDP of total effect) and peer social rejection (14% in FT and 7% in CDP of total effect) on adult incarceration.}, Doi = {10.1111/cdev.13751}, Key = {fds362960} } @article{fds272258, Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and Mcmahon, RJ}, Title = {A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program}, Journal = {Development and Psychopathology}, Volume = {4}, Number = {4}, Pages = {509-527}, Publisher = {Cambridge University Press (CUP)}, Year = {1992}, Month = {October}, ISSN = {0954-5794}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1992KG60800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This paper presents a developmental and a clinical model for the treatment of conduct disorder through the strategy of preventive intervention. The theoretical principles and clinical strategies utilized in the FAST Track (Families and Schools Together) Program are described. We indicate how the clinical model is derived from both our developmental model and previous findings from prevention trials. The FAST Track Program integrates five intervention components designed to promote competence in the family, child, and school and thus prevent conduct problems, poor social relations, and school failure. It is our belief that testing the effects of such a comprehensive approach is a necessary step in developing new intervention models for this population. © 1992, Cambridge University Press. All rights reserved.}, Doi = {10.1017/S0954579400004855}, Key = {fds272258} } @article{fds272057, Author = {Pettit, GS and Yu, T and Dodge, KA and Bates, JE}, Title = {A Developmental Process Analysis of Cross-Generational Continuity in Educational Attainment.}, Journal = {Merrill-Palmer quarterly (Wayne State University. Press)}, Volume = {55}, Number = {3}, Pages = {250-284}, Year = {2009}, Month = {July}, ISSN = {0272-930X}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000266748400004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {In this prospective longitudinal study (N = 585) we examined intergenerational links in level of educational attainment. Of particular interest was whether family background characteristics, parenting in early childhood and early adolescence, and school adjustment and performance in middle childhood accounted for (i.e., mediated) continuity and amplified or attenuated (i.e., moderated) continuity. Family background data, including mother education level, were collected when the children were age 5 years; parenting was assessed at ages 5 and 12; and school adjustment data (behavior problems, peer acceptance, academic performance) were collected in the first four years of elementary school. Cross-generational continuity in educational attainment was moderate (r = .38) and largely indirect via children's academic performance in elementary school and mothers' academic involvement in early adolescence. Moderator analyses indicated greater cross-generational continuity in single-parent families; in families low in proactive teaching, monitoring, and academic involvement; and in families with lower-IQ children who performed poorly in school and were disliked by peers, These findings suggest that distal and proximal family and child characteristics may serve as crucial processes in the intergenerational transmission of low educational attainment.}, Doi = {10.1353/mpq.0.0022}, Key = {fds272057} } @article{fds271992, Author = {Dodge, KA and Malone, PS and Lansford, JE and Miller, S and Pettit, GS and Bates, JE}, Title = {A dynamic cascade model of the development of substance-use onset.}, Journal = {Monographs of the Society for Research in Child Development}, Volume = {74}, Number = {3}, Pages = {vii-119}, Year = {2009}, Month = {January}, ISSN = {0037-976X}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19930521}, Abstract = {Although the onset of illicit substance use during adolescence can hit parents abruptly like a raging flood, its origins likely start as a trickle in early childhood. Understanding antecedent factors and how they grow into a stream that leads to adolescent drug use is important for theories of social development as well as policy formulations to prevent onset. Based on a review of the extant literature, we posited a dynamic cascade model of the development of adolescent substance-use onset, specifying that (1) temporally distinct domains of biological factors, social ecology, early parenting, early conduct problems, early peer relations, adolescent parenting, and adolescent peer relations would predict early substance-use onset; (2) each domain would predict the temporally next domain; (3) each domain would mediate the impact of the immediately preceding domain on substance use; and (4) each domain would increment the previous domain in predicting substance use. The model was tested with a longitudinal sample of 585 boys and girls from the Child Development Project, who were followed from prekindergarten through Grade 12. Multiple variables in each of the seven predictor domains were assessed annually through direct observations, testing, peer nominations, school records, and parent-, teacher-, and self-report. Partial least-squares analyses tested hypotheses. Of the sample, 5.2% had engaged in substance use by Grade 7, and 51.3% of the sample had engaged in substance use by Grade 12. Five major empirical findings emerged: (1) Most variables significantly predicted early substance-use onset; (2) predictor variables were significantly related to each other in a web of correlations; (3) variables in each domain were significantly predicted by variables in the temporally prior domain; (4) each domain's variables significantly mediated the impact of the variables in the temporally prior domain on substance-use outcomes; and (5) variables in each domain significantly incremented variables in the previous domain in predicting substance-use onset. A dynamic cascade represented the most parsimonious model of how substance use develops. The findings are consistent with six features of social development theories: (1) multiple modest effects; (2) primacy of early influences; (3) continuity in adaptation; (4) reciprocal transactional development; (5) nonlinear growth in problem behaviors during sensitive periods; and (6) opportunities for change with each new domain. The findings suggest points for interventions, public policies, and economics of substance-use and future inquiry.}, Doi = {10.1111/j.1540-5834.2009.00528.x}, Key = {fds271992} } @article{fds272103, Author = {Yechiam, E and Goodnight, J and Bates, JE and Busemeyer, JR and Dodge, KA and Pettit, GS and Newman, JP}, Title = {A formal cognitive model of the go/no-go discrimination task: evaluation and implications.}, Journal = {Psychological assessment}, Volume = {18}, Number = {3}, Pages = {239-249}, Year = {2006}, Month = {September}, ISSN = {1040-3590}, url = {http://dx.doi.org/10.1037/1040-3590.18.3.239}, Abstract = {This article proposes and tests a formal cognitive model for the go/no-go discrimination task. In this task, the performer chooses whether to respond to stimuli and receives rewards for responding to certain stimuli and punishments for responding to others. Three cognitive models were evaluated on the basis of data from a longitudinal study involving 400 adolescents. The results show that a cue-dependent model presupposing that participants can differentiate between cues was the most accurate and parsimonious. This model has 3 parameters denoting the relative impact of rewards and punishments on evaluations, the rate that contingent payoffs are learned, and the consistency between learning and responding. Commission errors were associated with increased attention to rewards; omission errors were associated with increased attention to punishments. Both error types were associated with low choice consistency. The parameters were also shown to have external validity: Attention to rewards was associated with externalizing behavior problems on the Achenbach scale, and choice consistency was associated with low Welsh anxiety. The present model can thus potentially improve the sensitivity of the task to differences between clinical populations.}, Doi = {10.1037/1040-3590.18.3.239}, Key = {fds272103} } @article{fds271924, Author = {Lansford, JE and Woodlief, D and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado, LMU and Zelli, A and Al-Hassan, SM and Alampay, LP and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA}, Title = {A longitudinal examination of mothers' and fathers' social information processing biases and harsh discipline in nine countries.}, Journal = {Development and psychopathology}, Volume = {26}, Number = {3}, Pages = {561-573}, Year = {2014}, Month = {August}, ISSN = {0954-5794}, url = {http://dx.doi.org/10.1017/s0954579414000236}, Abstract = {This study examined whether parents' social information processing was related to their subsequent reports of their harsh discipline. Interviews were conducted with mothers (n = 1,277) and fathers (n = 1,030) of children in 1,297 families in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States), initially when children were 7 to 9 years old and again 1 year later. Structural equation models showed that parents' positive evaluations of aggressive responses to hypothetical childrearing vignettes at Time 1 predicted parents' self-reported harsh physical and nonphysical discipline at Time 2. This link was consistent across mothers and fathers, and across the nine countries, providing support for the universality of the link between positive evaluations of harsh discipline and parents' aggressive behavior toward children. The results suggest that international efforts to eliminate violence toward children could target parents' beliefs about the acceptability and advisability of using harsh physical and nonphysical forms of discipline.}, Doi = {10.1017/s0954579414000236}, Key = {fds271924} } @article{fds367203, Author = {Zietz, S and Lansford, JE and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Skinner, AT and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S}, Title = {A Longitudinal Examination of the Family Stress Model of Economic Hardship in Seven Countries.}, Journal = {Children and youth services review}, Volume = {143}, Pages = {106661}, Year = {2022}, Month = {December}, url = {http://dx.doi.org/10.1016/j.childyouth.2022.106661}, Abstract = {The Family Stress Model of Economic Hardship (FSM) posits that economic situations create differences in psychosocial outcomes for parents and developmental outcomes for their adolescent children. However, prior studies guided by the FSM have been mostly in high-income countries and have included only mother report or have not disaggregated mother and father report. Our focal research questions were whether the indirect effect of economic hardship on adolescent mental health was mediated by economic pressure, parental depression, dysfunctional dyadic coping, and parenting, and whether these relations differed by culture and mother versus father report. We conducted multiple group serial mediation path models using longitudinal data from adolescents ages 12-15 in 2008-2012 from 1,082 families in 10 cultural groups in seven countries (Colombia, Italy, Jordan, Kenya, the Philippines, Thailand, and the United States). Taken together, the indirect effect findings suggest partial support for the FSM in most cultural groups across study countries. We found associations among economic hardship, parental depression, parenting, and adolescent internalizing and externalizing. Findings support polices and interventions aimed at disrupting each path in the model to mitigate the effects of economic hardship on parental depression, harsh parenting, and adolescents' externalizing and internalizing problems.}, Doi = {10.1016/j.childyouth.2022.106661}, Key = {fds367203} } @article{fds330175, Author = {Cook, PJ and Dodge, KA and Gifford, EJ and Schulting, AB}, Title = {A new program to prevent primary school absenteeism: Results of a pilot study in five schools}, Journal = {Children and Youth Services Review}, Volume = {82}, Pages = {262-270}, Publisher = {Elsevier BV}, Year = {2017}, Month = {November}, url = {http://dx.doi.org/10.1016/j.childyouth.2017.09.017}, Abstract = {Frequent absences in the primary grades are associated with school disengagement, academic failure, and eventual dropout. The Early Truancy Prevention Project (ETPP) was designed to improve attendance of primary-grade children by facilitating communication between teachers and parents and giving the teachers the lead role in intervening with students when attendance problems emerge. In 2013–14, the current version of ETPP was implemented in 20 classrooms in five high-poverty public elementary schools, with 21 other classrooms in the same schools serving as controls. Our analysis of attendance data indicated that ETPP significantly reduced the prevalence of absenteeism without excessively burdening teachers. Teachers reported improved communication between parents and teachers and had a positive assessment of the effects of specific program elements.}, Doi = {10.1016/j.childyouth.2017.09.017}, Key = {fds330175} } @article{fds272039, Author = {Wu, J and Witkiewitz, K and McMahon, RJ and Dodge, KA and Conduct Problems Prevention Research Group}, Title = {A parallel process growth mixture model of conduct problems and substance use with risky sexual behavior.}, Journal = {Drug and alcohol dependence}, Volume = {111}, Number = {3}, Pages = {207-214}, Year = {2010}, Month = {October}, ISSN = {0376-8716}, url = {http://dx.doi.org/10.1016/j.drugalcdep.2010.04.013}, Abstract = {Conduct problems, substance use, and risky sexual behavior have been shown to coexist among adolescents, which may lead to significant health problems. The current study was designed to examine relations among these problem behaviors in a community sample of children at high risk for conduct disorder. A latent growth model of childhood conduct problems showed a decreasing trend from grades K to 5. During adolescence, four concurrent conduct problem and substance use trajectory classes were identified (high conduct problems and high substance use, increasing conduct problems and increasing substance use, minimal conduct problems and increasing substance use, and minimal conduct problems and minimal substance use) using a parallel process growth mixture model. Across all substances (tobacco, binge drinking, and marijuana use), higher levels of childhood conduct problems during kindergarten predicted a greater probability of classification into more problematic adolescent trajectory classes relative to less problematic classes. For tobacco and binge drinking models, increases in childhood conduct problems over time also predicted a greater probability of classification into more problematic classes. For all models, individuals classified into more problematic classes showed higher proportions of early sexual intercourse, infrequent condom use, receiving money for sexual services, and ever contracting an STD. Specifically, tobacco use and binge drinking during early adolescence predicted higher levels of sexual risk taking into late adolescence. Results highlight the importance of studying the conjoint relations among conduct problems, substance use, and risky sexual behavior in a unified model.}, Doi = {10.1016/j.drugalcdep.2010.04.013}, Key = {fds272039} } @article{fds315891, Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE}, Title = {A Public Health Perspective on School Dropout and Adult Outcomes: A Prospective Study of Risk and Protective Factors From Age 5 to 27 Years.}, Journal = {The Journal of adolescent health : official publication of the Society for Adolescent Medicine}, Volume = {58}, Number = {6}, Pages = {652-658}, Year = {2016}, Month = {June}, ISSN = {1054-139X}, url = {http://dx.doi.org/10.1016/j.jadohealth.2016.01.014}, Abstract = {<h4>Purpose</h4>This study aimed to advance a public health perspective on links between education and health by examining risk and protective factors that might alter the relation between dropping out of high school and subsequent negative outcomes.<h4>Methods</h4>A community sample (N = 585) was followed from age 5 to 27 years. Data included self and parent reports, peer sociometric nominations, and observed mother-teen interactions.<h4>Results</h4>High school dropouts were up to four times more likely to experience individual negative outcomes (being arrested, fired, or on government assistance, using illicit substances, having poor health) by age 27 years and 24 times more likely compared to graduates to experience as many as four or more negative outcomes. Links between dropout and negative outcomes were more pronounced for individuals who were in low socioeconomic status families at age 5 years, rejected by elementary school peers, and became parents at a younger age; the dropout effect was decreased for individuals who had been treated for a behavioral, emotional, or drug problem by age 24 years.<h4>Conclusions</h4>Addressing school dropout as a public health problem has the potential to improve the lives of dropouts and reduce societal costs of dropping out.}, Doi = {10.1016/j.jadohealth.2016.01.014}, Key = {fds315891} } @article{fds272277, Author = {Crick, NR and Dodge, KA}, Title = {A review and reformulation of social information-processing mechanisms in children's social adjustment}, Journal = {Psychological Bulletin}, Volume = {115}, Number = {1}, Pages = {74-101}, Publisher = {American Psychological Association (APA)}, Year = {1994}, Month = {January}, url = {http://dx.doi.org/10.1037/0033-2909.115.1.74}, Abstract = {Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status.}, Doi = {10.1037/0033-2909.115.1.74}, Key = {fds272277} } @article{fds38973, Author = {Crick, N.R. and Dodge, K.A.}, Title = {A review and reformulation of social information-processing mechanisms in children's social adjustment(Reprint)}, Booktitle = {Children and their Development}, Publisher = {Prentice-Hall}, Editor = {R. Kail}, Year = {1994}, Key = {fds38973} } @article{fds38906, Author = {Dodge, K.A. and McClaskey, C.L. and Feldman, E.}, Title = {A situational approach to the assessment of social competence in children (Reprint)}, Booktitle = {Psychology in Education Portfolio}, Publisher = {Berkshire UK: NFRF/Nelson}, Editor = {N. Frederickson and R.J. Cameron}, Year = {1999}, Key = {fds38906} } @misc{fds38905, Author = {Dodge, K.A. and McClaskey, C.L. and Feldman, E.}, Title = {A situational approach to the assessment of social competence in children (Reprint)}, Booktitle = {OVID Technologies: Health and Psychosocial Instruments Database}, Year = {1998}, Key = {fds38905} } @article{fds38895, Author = {Dodge, K.A. and McClaskey, C.L. and Feldman, E.}, Title = {A situational approach to the assessment of social competence in children (Reprint)}, Series = {Child Psychology Portfolio, I. Sclare (Series Ed.)}, Booktitle = {Children's social relationships}, Publisher = {London: NFRE-Nelson}, Editor = {K. Sylva}, Year = {1997}, Key = {fds38895} } @article{fds38894, Author = {Dodge, K.A. and McClaskey, C.L. and Feldman, E.}, Title = {A situational approach to the assessment of social competence in children (Reprint)}, Booktitle = {Clinical assessment of children's personality and behavior}, Publisher = {Allyn and Bacon}, Editor = {P.J. Frick and R.W. Kamphaus}, Year = {1994}, Key = {fds38894} } @misc{fds39745, Author = {Dodge, K.A. and McClaskey, C.L. and Feldman, E.}, Title = {A situational approach to the assessment of social competence in children (Reprint)}, Booktitle = {The Prepare Curriculum}, Publisher = {Champaign, IL: Research Press}, Editor = {A. Goldstein}, Year = {1988}, Key = {fds39745} } @misc{fds39746, Author = {Dodge, K.A.}, Title = {A social information processing model of social competence in children}, Pages = {77-125}, Booktitle = {Minnesota symposium in child psychology}, Publisher = {Hillsdale, N. J.: Lawrence Erlbaum}, Editor = {M. Perlmutter}, Year = {1986}, Key = {fds39746} } @misc{fds39725, Author = {Dodge, K.A.}, Title = {A social information processing model of social competence in children (Reprint)}, Booktitle = {Child Development}, Publisher = {New York: Holt, Rinehart & Winston}, Editor = {T.J. Berndt}, Year = {1992}, Key = {fds39725} } @misc{fds44854, Author = {Dodge, K.A.}, Title = {A social information processing model of social competence in children (Reprint)}, Booktitle = {Child Development}, Publisher = {Boston, MA: Houghton Mifflen}, Editor = {D. Bukatko and M.W. Daehler}, Year = {1991}, Key = {fds44854} } @article{fds272295, Author = {Orpinas, and P, and Horne, and M, A and Dodge, TMVPPKA and member}, Title = {A teacher-focused approach to prevent and reduce students' aggressive behavior: The GREAT Teacher Program}, Journal = {American Journal of Preventive Medicine}, Volume = {26}, Pages = {29-38}, Year = {2004}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2753434/}, Key = {fds272295} } @article{fds272092, Author = {Kenny, DA and West, TV and Cillessen, AHN and Coie, JD and Dodge, KA and Hubbard, JA and Schwartz, D}, Title = {Accuracy in judgments of aggressiveness.}, Journal = {Personality & social psychology bulletin}, Volume = {33}, Number = {9}, Pages = {1225-1236}, Year = {2007}, Month = {September}, ISSN = {0146-1672}, url = {http://www.ncbi.nlm.nih.gov/pubmed/17575243}, Abstract = {Perceivers are both accurate and biased in their understanding of others. Past research has distinguished between three types of accuracy: generalized accuracy, a perceiver's accuracy about how a target interacts with others in general; perceiver accuracy, a perceiver's view of others corresponding with how the perceiver is treated by others in general; and dyadic accuracy, a perceiver's accuracy about a target when interacting with that target. Researchers have proposed that there should be more dyadic than other forms of accuracy among well-acquainted individuals because of the pragmatic utility of forecasting the behavior of interaction partners. We examined behavioral aggression among well-acquainted peers. A total of 116 9-year-old boys rated how aggressive their classmates were toward other classmates. Subsequently, 11 groups of 6 boys each interacted in play groups, during which observations of aggression were made. Analyses indicated strong generalized accuracy yet little dyadic and perceiver accuracy.}, Doi = {10.1177/0146167207303026}, Key = {fds272092} } @misc{fds368802, Author = {Lansford, JE and Rothenberg, WA and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Pena Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L}, Title = {Achieving the Sustainable Development Goals: Evidence from the Longitudinal Parenting Across Cultures Project}, Pages = {89-111}, Booktitle = {SUSTAINABLE HUMAN DEVELOPMENT ACROSS THE LIFE COURSE}, Year = {2021}, ISBN = {978-1-5292-0484-1}, Key = {fds368802} } @article{fds272018, Author = {Glennie, E and Bonneau, K and Vandellen, M and Dodge, KA}, Title = {Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement.}, Journal = {Teachers College record (1970)}, Volume = {114}, Number = {8}, Pages = {1-26}, Year = {2012}, Month = {January}, ISSN = {0161-4681}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000308594300004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {<h4>Background/context</h4>Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school.<h4>Purpose/objective/focus</h4>This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate.<h4>Research design</h4>Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time-that is, between one year's achievement and the subsequent year's dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale.<h4>Findings/results</h4>This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase.<h4>Conclusions/recommendations</h4>Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school's performance composite include scores of zero on end-of-grade tests for those who leave school.}, Key = {fds272018} } @article{fds272077, Author = {Fite, JE and Goodnight, JA and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Adolescent aggression and social cognition in the context of personality: impulsivity as a moderator of predictions from social information processing.}, Journal = {Aggressive behavior}, Volume = {34}, Number = {5}, Pages = {511-520}, Year = {2008}, Month = {September}, ISSN = {0096-140X}, url = {http://dx.doi.org/10.1002/ab.20263}, Abstract = {This study asked how individual differences in social cognition and personality interact in predicting later aggressive behavior. It was hypothesized that the relationship between immediate response evaluations in social information processing (SIP) and later aggressive behavior would be moderated by impulsivity. In particular, the immediate positive evaluations of aggressive responses would be more strongly related to later aggressive behavior for high-impulsive than for low-impulsive individuals, because high-impulsive children would be less likely to integrate peripheral information and consider long-term future consequences of their actions. Participants were 585 adolescents (52% male) and their mothers and teachers from the longitudinal Child Development Project. Structural equation modeling indicated that teacher-reported impulsivity at ages 11-13 moderated the association between adolescents' endorsement of aggressive responses in hypothetical, ambiguous situations and subsequent mother-reported aggressive behavior. Specifically, positive endorsement of aggressive responses at age 13 was significantly related to later aggressive behavior (age 14-17) for participants with high and medium levels of impulsivity, but this association was not significant for participants with low levels of impulsivity. This study provides evidence of personality variables as potential moderators of the link between SIP and behavior.}, Doi = {10.1002/ab.20263}, Key = {fds272077} } @article{fds362333, Author = {Skinner, AT and Çiftçi, L and Jones, S and Klotz, E and Ondrušková, T and Lansford, JE and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Tapanya, S and Steinberg, L and Uribe Tirado and LM and Yotanyamaneewong, S}, Title = {Adolescent Positivity and Future Orientation, Parental Psychological Control, and Young Adult Internalising Behaviours during COVID-19 in Nine Countries.}, Journal = {Social sciences (Basel, Switzerland)}, Volume = {11}, Number = {2}, Pages = {75}, Year = {2022}, Month = {February}, url = {http://dx.doi.org/10.3390/socsci11020075}, Abstract = {The COVID-19 pandemic disrupted many young adults' lives educationally, economically, and personally. This study investigated associations between COVID-19-related disruption and perception of increases in internalising symptoms among young adults and whether these associations were moderated by earlier measures of adolescent positivity and future orientation and parental psychological control. Participants included 1329 adolescents at Time 1, and 810 of those participants as young adults (<i>M</i> age = 20, 50.4% female) at Time 2 from 9 countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). Drawing from a larger longitudinal study of adolescent risk taking and young adult competence, this study controlled for earlier levels of internalising symptoms during adolescence in examining these associations. Higher levels of adolescent positivity and future orientation as well as parent psychological control during late adolescence helped protect young adults from sharper perceived increases in anxiety and depression during the first nine months of widespread pandemic lockdowns in all nine countries. Findings are discussed in terms of how families in the 21st century can foster greater resilience during and after adolescence when faced with community-wide stressors, and the results provide new information about how psychological control may play a protective role during times of significant community-wide threats to personal health and welfare.}, Doi = {10.3390/socsci11020075}, Key = {fds362333} } @article{fds349725, Author = {Lin, H and Harrist, AW and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Adolescent social withdrawal, parental psychological control, and parental knowledge across seven years: A developmental cascade model.}, Journal = {Journal of adolescence}, Volume = {81}, Pages = {124-134}, Year = {2020}, Month = {June}, url = {http://dx.doi.org/10.1016/j.adolescence.2020.04.007}, Abstract = {<h4>Introduction</h4>Social withdrawal can be problematic for adolescents, increasing the risk of poor self-efficacy, self-esteem, and academic achievement, and increased levels of depression and anxiety. This prospective study follows students across adolescence, investigating links between social withdrawal and two types of parenting hypothesized to impact or be reactive to changes in social withdrawal.<h4>Methods</h4>Adolescent social withdrawal and parenting were assessed across seven years in a U.S. sample, beginning when students were in 6th grade and ending in 12th grade. The sample consisted of 534 adolescents (260 girls and 274 boys, 82% Euro- and 16% African-American). Social withdrawal was assessed in four grades using at least two informants (teachers, mothers, and/or adolescents). Mothers' and fathers' psychological control and monitoring-related knowledge were assessed by adolescents at two time points. A developmental cascade analysis was conducted using structural equation modeling to assess how withdrawal and control-related parenting impact each other transactionally over time. Analyses included a test for gender differences in the model.<h4>Results</h4>The cascade model revealed that, controlling for previous levels of social withdrawal and parenting, earlier social withdrawal positively predicted psychological control and negatively predicted monitoring knowledge, and earlier parental psychological control-but not monitoring knowledge-predicted later social withdrawal. No adolescent gender differences were identified in the associations between social withdrawal and parental knowledge.<h4>Conclusions</h4>This study offers insight into the mechanisms by which adolescents become more or less withdrawn over time, and suggests psychological control as a point of psychoeducation or intervention for parents.}, Doi = {10.1016/j.adolescence.2020.04.007}, Key = {fds349725} } @article{fds342713, Author = {Icenogle, G and Steinberg, L and Duell, N and Chein, J and Chang, L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D}, Title = {Adolescents' cognitive capacity reaches adult levels prior to their psychosocial maturity: Evidence for a "maturity gap" in a multinational, cross-sectional sample.}, Journal = {Law and human behavior}, Volume = {43}, Number = {1}, Pages = {69-85}, Year = {2019}, Month = {February}, url = {http://dx.doi.org/10.1037/lhb0000315}, Abstract = {All countries distinguish between minors and adults for various legal purposes. Recent U.S. Supreme Court cases concerning the legal status of juveniles have consulted psychological science to decide where to draw these boundaries. However, little is known about the robustness of the relevant research, because it has been conducted largely in the U.S. and other Western countries. To the extent that lawmakers look to research to guide their decisions, it is important to know how generalizable the scientific conclusions are. The present study examines 2 psychological phenomena relevant to legal questions about adolescent maturity: cognitive capacity, which undergirds logical thinking, and psychosocial maturity, which comprises individuals' ability to restrain themselves in the face of emotional, exciting, or risky stimuli. Age patterns of these constructs were assessed in 5,227 individuals (50.7% female), ages 10-30 (M = 17.05, SD = 5.91) from 11 countries. Importantly, whereas cognitive capacity reached adult levels around age 16, psychosocial maturity reached adult levels beyond age 18, creating a "maturity gap" between cognitive and psychosocial development. Juveniles may be capable of deliberative decision making by age 16, but even young adults may demonstrate "immature" decision making in arousing situations. We argue it is therefore reasonable to have different age boundaries for different legal purposes: 1 for matters in which cognitive capacity predominates, and a later 1 for matters in which psychosocial maturity plays a substantial role. (PsycINFO Database Record (c) 2019 APA, all rights reserved).}, Doi = {10.1037/lhb0000315}, Key = {fds342713} } @article{fds376107, Author = {Gorla, L and Rothenberg, WA and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM}, Title = {Adolescents' relationships with parents and romantic partners in eight countries.}, Journal = {Journal of adolescence}, Year = {2024}, Month = {February}, url = {http://dx.doi.org/10.1002/jad.12306}, Abstract = {<h4>Introduction</h4>Creating romantic relationships characterized by high-quality, satisfaction, few conflicts, and reasoning strategies to handle conflicts is an important developmental task for adolescents connected to the relational models they receive from their parents. This study examines how parent-adolescent conflicts, attachment, positive parenting, and communication are related to adolescents' romantic relationship quality, satisfaction, conflicts, and management.<h4>Method</h4>We interviewed 311 adolescents at two time points (females = 52%, ages 15 and 17) in eight countries (China, Colombia, Italy, Kenya, the Philippines, Sweden, Thailand, and the United States). Generalized and linear mixed models were run considering the participants' nesting within countries.<h4>Results</h4>Adolescents with negative conflicts with their parents reported low romantic relationship quality and satisfaction and high conflicts with their romantic partners. Adolescents experiencing an anxious attachment to their parents reported low romantic relationship quality, while adolescents with positive parenting showed high romantic relationship satisfaction. However, no association between parent-adolescent relationships and conflict management skills involving reasoning with the partner was found. No associations of parent-adolescent communication with romantic relationship dimensions emerged, nor was there any effect of the country on romantic relationship quality or satisfaction.<h4>Conclusion</h4>These results stress the relevance of parent-adolescent conflicts and attachment as factors connected to how adolescents experience romantic relationships.}, Doi = {10.1002/jad.12306}, Key = {fds376107} } @article{fds272202, Author = {Gurwitz, SB and Dodge, KA}, Title = {Adults' evaluations of a child as a function of sex of adult and sex of child.}, Journal = {Journal of personality and social psychology}, Volume = {32}, Number = {5}, Pages = {822-828}, Year = {1975}, Month = {November}, ISSN = {0022-3514}, url = {http://dx.doi.org/10.1037//0022-3514.32.5.822}, Abstract = {Male and female college students watched a videotape of a 3-year-old child who was identified as either a girl or a boy; they then rated the child on a number of personaltiy and ability measures. Males' ratings on many of the measures were more favorable for the "girl" than for the "boy," whereas females' ratings were more favorable for the "boy" than for the "girl." In addition to these interactions, there was also a main effect for sex of subject, with females rating the child more favorably than males.}, Doi = {10.1037//0022-3514.32.5.822}, Key = {fds272202} } @article{fds329395, Author = {Duell, N and Steinberg, L and Icenogle, G and Chein, J and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado, LM and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L}, Title = {Age Patterns in Risk Taking Across the World.}, Journal = {Journal of youth and adolescence}, Volume = {47}, Number = {5}, Pages = {1052-1072}, Year = {2018}, Month = {May}, url = {http://dx.doi.org/10.1007/s10964-017-0752-y}, Abstract = {Epidemiological data indicate that risk behaviors are among the leading causes of adolescent morbidity and mortality worldwide. Consistent with this, laboratory-based studies of age differences in risk behavior allude to a peak in adolescence, suggesting that adolescents demonstrate a heightened propensity, or inherent inclination, to take risks. Unlike epidemiological reports, studies of risk taking propensity have been limited to Western samples, leaving questions about the extent to which heightened risk taking propensity is an inherent or culturally constructed aspect of adolescence. In the present study, age patterns in risk-taking propensity (using two laboratory tasks: the Stoplight and the BART) and real-world risk taking (using self-reports of health and antisocial risk taking) were examined in a sample of 5227 individuals (50.7% female) ages 10-30 (M = 17.05 years, SD = 5.91) from 11 Western and non-Western countries (China, Colombia, Cyprus, India, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the US). Two hypotheses were tested: (1) risk taking follows an inverted-U pattern across age groups, peaking earlier on measures of risk taking propensity than on measures of real-world risk taking, and (2) age patterns in risk taking propensity are more consistent across countries than age patterns in real-world risk taking. Overall, risk taking followed the hypothesized inverted-U pattern across age groups, with health risk taking evincing the latest peak. Age patterns in risk taking propensity were more consistent across countries than age patterns in real-world risk taking. Results suggest that although the association between age and risk taking is sensitive to measurement and culture, around the world, risk taking is generally highest among late adolescents.}, Doi = {10.1007/s10964-017-0752-y}, Key = {fds329395} } @article{fds39005, Author = {Coie, J.D. and Dodge, K.A.}, Title = {Aggression and antisocial behavior}, Pages = {779-862}, Booktitle = {Handbook of child psychology, fifth edition. Vol. 3: Social, emotional, and personality development}, Publisher = {New York: Wiley}, Editor = {W. Damon (N. Eisenberg and Vol. Ed.)}, Year = {1997}, Key = {fds39005} } @misc{fds43115, Author = {Dodge, K.A. and Coie, J.D. and Lynam, D.}, Title = {Aggression and antisocial behavior in youth}, Series = {6th edition}, Pages = {719-788}, Booktitle = {Handbook of Child Psychology, Vol. 3: Social, Emotional, and Personality Development}, Publisher = {Wiley}, Editor = {W. Damon (Series Ed.), and N. Eisenberg (Vol. Ed.)}, Year = {2006}, Key = {fds43115} } @misc{fds39729, Author = {Garber, J. and Quiggle, N.L. and Panak, W. and Dodge, K.A.}, Title = {Aggression and depression in children: Comorbidity, specificity, and cognitive processing}, Pages = {225-264}, Booktitle = {Rochester Symposium on Developmental Psychopathology, Vol. 2: Internalizing and externalizing expressions of dysfunction}, Publisher = {Hillsdale, N. J.: Lawrence Erlbaum}, Editor = {D. Cicchetti and S. Toth}, Year = {1991}, Key = {fds39729} } @misc{fds271898, Author = {Pettit, GS and Bates, JE and Holtzworth-Munroe, A and Marshall, AD and Harach, LD and Cleary, DJ and Dodge, KA}, Title = {Aggression and insecurity in late adolescent romantic relationships: Antecedents and developmental pathways}, Volume = {9780521845571}, Pages = {41-61}, Booktitle = {Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood}, Publisher = {Cambridge University Press}, Editor = {A.C. Huston and M.N. Ripke}, Year = {2006}, Month = {January}, ISBN = {9780521845571}, url = {http://dx.doi.org/10.1017/CBO9780511499760.004}, Abstract = {Experiences in the family and peer group play important roles in the development of interpersonal competencies across the childhood and adolescent years. Toward the end of adolescence, stable and supportive romantic relationships increasingly serve adaptive functions in promoting individual well-being and in fostering a sense of connection and security to others (Collins, Hennighausen, Schmit, & Sroufe, 1997; Conger, Cui, Bryant, & Elder, 2000; Furman, 1999). Romantic relationships marked by conflict and violence pose risks for current and longer-term adjustment and can compromise the health and well-being of the partner to whom the violence is directed (Capaldi & Owen, 2001). Romantic relationships in which one or both partners are wary, jealous, and insecure can stifle growth and fuel disagreements and disharmony (Holtzworth-Munroe, Meehan, Herron, Rehman, & Stuart, 2000). Relationship insecurity and relationship violence covary to some degree (Holtzworth-Munroe & Stewart, 1994), suggesting that they may be linked in the development of romantic relationship dysfunction. Within the marital violence literature, insecurity has been proposed as a key pathway through which relationship violence develops. Consistent with this perspective, Holtzworth-Munroe et al. (2000), in their examination of types of male batterers, found that one type of batterer could be characterized by insecurity and a tendency to confine violence to an intimate relationship. Holtzworth-Munroe et al. (2000) speculate that insecurity plays an etiological role in the development of partner violence. If this were the case, then insecurity might serve as a mediating link between social experience (e.g., of rejection and intimidation) and subsequent violence.}, Doi = {10.1017/CBO9780511499760.004}, Key = {fds271898} } @article{fds272096, Author = {Erath, and A, S and Bierman, and L, K and Group, TCPPR}, Title = {Aggressive marital conflict, maternal harsh punishment, and child aggressive-disruptive behavior: Evidence for direct and mediated relations}, Journal = {Journal of Family Psychology}, Volume = {20}, Number = {2}, Pages = {217-226}, Publisher = {American Psychological Association (APA)}, Year = {2006}, 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 = {fds272096} } @article{fds272021, Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Gurdal, S and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS}, Title = {Agreement in Mother and Father Acceptance-Rejection, Warmth, and Hostility/Rejection/Neglect of Children across Nine Countries.}, Journal = {Cross-cultural research : official journal of the Society for Cross-Cultural Research}, Volume = {46}, Number = {3}, Pages = {191-223}, Year = {2012}, Month = {August}, ISSN = {1069-3971}, url = {http://dx.doi.org/10.1177/1069397112440931}, Abstract = {We assessed whether mothers' and fathers' self-reports of acceptance-rejection, warmth, and hostility/rejection/neglect (HRN) of their pre-adolescent children differ cross-nationally and relative to the gender of the parent and child in 10 communities in 9 countries, including China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States (N = 998 families). Mothers and fathers in all countries reported a high degree of acceptance and warmth, and a low degree of HRN, but countries also varied. Mothers reported greater acceptance of children than fathers in China, Italy, Sweden, and the United States, and these effects were accounted for by greater self-reported warmth in mothers than fathers in China, Italy, the Philippines, Sweden, and Thailand and less HRN in mothers than fathers in Sweden. Fathers reported greater warmth than mothers in Kenya. Mother and father acceptance-rejection were moderately correlated. Relative levels of mother and father acceptance and rejection appear to be country specific.}, Doi = {10.1177/1069397112440931}, Key = {fds272021} } @article{fds38992, Author = {Conduct Problems Prevention Research Group}, Title = {An initial evaluation of the FAST Track Program}, Pages = {54-56}, Booktitle = {Proceedings of the Fifth National Prevention Research Conference}, Publisher = {Washington, DC: National Institute of Mental Health}, Editor = {J.A. Linney}, Year = {1996}, Key = {fds38992} } @article{fds346821, Author = {Dodge, KA}, Title = {Annual Research Review: Universal and targeted strategies for assigning interventions to achieve population impact.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {61}, Number = {3}, Pages = {255-267}, Year = {2020}, Month = {March}, url = {http://dx.doi.org/10.1111/jcpp.13141}, Abstract = {This article proposes that universal and targeted preventive interventions should be compared and evaluated in terms of their benefit-cost ratio in achieving population-wide impact on mental disorders and related outcomes. Universal approaches attempt to affect every individual in a population, whereas targeted approaches select candidates for intervention based on screening of demographic or behavioral characteristics. Unique assets and challenges of each approach in achieving population impact in a cost-efficient way are discussed, along with spillover effects, sensitivity and specificity, developmental processes, timing of intervention, and the relation between severity of risk and plasticity. A general targeted-efficiency framework is proposed as a heuristic to evaluate the collective merits of universal and targeted approaches in specific cases. A tiered approach that combines universal and targeted identification strategies is proposed, and examples are described. Issues for high-priority research are identified.}, Doi = {10.1111/jcpp.13141}, Key = {fds346821} } @article{fds272154, Author = {Pettit, GS and Laird, RD and Dodge, KA and Bates, JE and Criss, MM}, Title = {Antecedents and behavior-problem outcomes of parental monitoring and psychological control in early adolescence.}, Journal = {Child development}, Volume = {72}, Number = {2}, Pages = {583-598}, Year = {2001}, Month = {March}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2766099/}, Abstract = {The early childhood antecedents and behavior-problem correlates of monitoring and psychological control were examined in this prospective, longitudinal, multi-informant study. Parenting data were collected during home visit interviews with 440 mothers and their 13-year-old children. Behavior problems (anxiety/depression and delinquent behavior) were assessed via mother, teacher, and/or adolescent reports at ages 8 through 10 years and again at ages 13 through 14. Home-interview data collected at age 5 years were used to measure antecedent parenting (harsh/reactive, positive/proactive), family background (e.g., socioeconomic status), and mother-rated child behavior problems. Consistent with expectation, monitoring was anteceded by a proactive parenting style and by advantageous family-ecological characteristics, and psychological control was anteceded by harsh parenting and by mothers' earlier reports of child externalizing problems. Consistent with prior research, monitoring was associated with fewer delinquent behavior problems. Links between psychological control and adjustment were more complex: High levels of psychological control were associated with more delinquent problems for girls and for teens who were low in preadolescent delinquent problems, and with more anxiety/depression for girls and for teens who were high in preadolescent anxiety/depression.}, Doi = {10.1111/1467-8624.00298}, Key = {fds272154} } @misc{fds13060, Author = {Bates, J.E. and Alexander, D. and Oberlander, S. and Dodge, K.A. and Petit, G.S.}, Title = {Antecedents of Sexual Activity at Ages 16 and 17 in a Community Sample Followed from Age 5}, Pages = {206-237}, Booktitle = {Sexual Development}, Publisher = {Bloomington: Indiana University Press}, Editor = {J. Bancroft}, Year = {2003}, Key = {fds13060} } @article{fds323764, Author = {Steinberg, L and Icenogle, G and Shulman, EP and Breiner, K and Chein, J and Bacchini, D and Chang, L and Chaudhary, N and Giunta, LD and Dodge, KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado, LMU and Alampay, LP and Al-Hassan, SM and Takash, HMS}, Title = {Around the world, adolescence is a time of heightened sensation seeking and immature self-regulation.}, Journal = {Developmental science}, Volume = {21}, Number = {2}, Year = {2018}, Month = {March}, url = {http://dx.doi.org/10.1111/desc.12532}, Abstract = {The dual systems model of adolescent risk-taking portrays the period as one characterized by a combination of heightened sensation seeking and still-maturing self-regulation, but most tests of this model have been conducted in the United States or Western Europe. In the present study, these propositions are tested in an international sample of more than 5000 individuals between ages 10 and 30 years from 11 countries in Africa, Asia, Europe and the Americas, using a multi-method test battery that includes both self-report and performance-based measures of both constructs. Consistent with the dual systems model, sensation seeking increased between preadolescence and late adolescence, peaked at age 19, and declined thereafter, whereas self-regulation increased steadily from preadolescence into young adulthood, reaching a plateau between ages 23 and 26. Although there were some variations in the magnitude of the observed age trends, the developmental patterns were largely similar across countries.}, Doi = {10.1111/desc.12532}, Key = {fds323764} } @article{fds271953, Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE}, Title = {Assessing findings from the fast track study}, Journal = {Journal of Experimental Criminology}, Volume = {9}, Number = {1}, Pages = {119-126}, Publisher = {Springer Nature}, Year = {2013}, Month = {March}, ISSN = {1573-3750}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000315092500007&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {Objectives The aim of this paper is to respond to the Commentary, “Reassessing Findings from the Fast Track Study: Problems of Methods and Analysis” provided by E. Michael Foster (Foster, this issue) to our article “Fast Track Intervention Effects on Youth Arrests and Delinquency” (Conduct Problems Prevention Research Group 2010, Journal of Experimental Criminology, 6, 131-157). Our response begins with a description of the mission and goals of the Fast Track project, and how they guided the original design of the study and continue to inform outcome analyses. Then, we respond to the Commentary’s five points in the order they were raised. Conclusions We agree with the Commentary that efforts to prevent crime and delinquency are of high public health significance because the costs of crime anddelinquency to society are indeed enormous. We believe that rigorous, careful intervention research is needed to accumulate evidence that informs prevention programs and activities. We have appreciated the opportunity to respond to the Commentary and to clarify the procedures and results that we presented in our paper on Fast Track effects on youth arrests and delinquency. Our response has clarified the framework for the number of statistical tests made, has reiterated the randomization process, has supported our tests for site-by-intervention effects, has provided our rationale for assuming missing at random, and has clarified that the incarceration variable was not included as a covariate in the hazard analyses. We stand by our conclusion that random assignment to Fast Track had a positive impact in preventing juvenile arrests, and we echo our additional caveat that it will be essential to determine whether intervention produces any longer-term effects on adult arrests as the sample transitions into young adulthood. We also appreciate the opportunity for open scientific debate on the values and risks associated with multiple analyses in long-term prevention program designs such as Fast Track. We believe that, once collected, completed longitudinal intervention datasets should be fully used to understand the impact, process, strengths, and weaknesses of the intervention approach. We agree with the Commentary that efforts to prevent crime and delinquency are of high public health significance because the costs of crime and delinquency to society are indeed enormous. As a result, we argue that it is important to balance the need to maintain awareness and caution regarding potential risks in the design or approach that may confound interpretation of findings, in the manner raised by the Commentator, with the need for extended analyses of the available data so we can better understand over time how antisocial behavior and violence can be effectively reduced.}, Doi = {10.1007/s11292-013-9173-4}, Key = {fds271953} } @article{fds218551, Author = {Conduct Problems Prevention Research Group}, Title = {Assessing findings from the Fast Track Study}, Journal = {. Journal of Experimental Criminology}, Volume = {9}, Pages = {119-126}, Year = {2013}, url = {http://link.springer.com/article/10.1007%2Fs11292-013-9173-4#page-1}, Key = {fds218551} } @article{fds373882, Author = {Synergy for the Influence of the Month of Birth in ADHD (SIMBA) study group}, Title = {Association between relative age at school and persistence of ADHD in prospective studies: an individual participant data meta-analysis.}, Journal = {Lancet Psychiatry}, Volume = {10}, Number = {12}, Pages = {922-933}, Year = {2023}, Month = {December}, url = {http://dx.doi.org/10.1016/S2215-0366(23)00272-9}, Abstract = {BACKGROUND: The youngest children in a school class are more likely than the oldest to be diagnosed with ADHD, but this relative age effect is less frequent in older than in younger school-grade children. However, no study has explored the association between relative age and the persistence of ADHD diagnosis at older ages. We aimed to quantify the association between relative age and persistence of ADHD at older ages. METHODS: For this meta-analysis, we searched MEDLINE, Embase, CINAHL, PsycINFO, and PubPsych up to April 1, 2022, with terms related to "cohort" and "ADHD" with no date, publication type, or language restrictions. We gathered individual participant data from prospective cohorts that included at least ten children identified with ADHD before age 10 years. ADHD was defined by either a clinical diagnosis or symptoms exceeding clinical cutoffs. Relative age was recorded as the month of birth in relation to the school-entry cutoff date. Study authors were invited to share raw data or to apply a script to analyse data locally and generate anonymised results. Our outcome was ADHD status at a diagnostic reassessment, conducted at least 4 years after the initial assessment and after age 10 years. No information on sex, gender, or ethnicity was collected. We did a two-stage random-effects individual participant data meta-analysis to assess the association of relative age with persistence of ADHD at follow-up. This study was registered with PROSPERO, CRD42020212650. FINDINGS: Of 33 119 studies generated by our search, we identified 130 eligible unique studies and were able to gather individual participant data from 57 prospective studies following up 6504 children with ADHD. After exclusion of 16 studies in regions with a flexible school entry system that did not allow confident linkage of birthdate to relative age, the primary analysis included 41 studies in 15 countries following up 4708 children for a period of 4 to 33 years. We found that younger relative age was not statistically significantly associated with ADHD persistence at follow-up (odds ratio 1·02, 95% CI 0·99-1·06; p=0·19). We observed statistically significant heterogeneity in our model (Q=75·82, p=0·0011, I2=45%). Participant-level sensitivity analyses showed similar results in cohorts with a robust relative age effect at baseline and when restricting to cohorts involving children with a clinical diagnosis of ADHD or with a follow-up duration of more than 10 years. INTERPRETATION: The diagnosis of ADHD in younger children in a class is no more likely to be disconfirmed over time than that of older children in the class. One interpretation is that the relative age effect decreases the likelihood of children of older relative age receiving a diagnosis of ADHD, and another is that assigning a diagnostic label of ADHD leads to unexplored carryover effects of the initial diagnosis that persist over time. Future studies should be conducted to explore these interpretations further. FUNDING: None.}, Doi = {10.1016/S2215-0366(23)00272-9}, Key = {fds373882} } @article{fds339381, Author = {Schenck-Fontaine, A and Lansford, JE and Skinner, AT and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Malone, PS and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L}, Title = {Associations Between Perceived Material Deprivation, Parents' Discipline Practices, and Children's Behavior Problems: An International Perspective.}, Journal = {Child development}, Volume = {91}, Number = {1}, Pages = {307-326}, Year = {2020}, Month = {January}, url = {http://dx.doi.org/10.1111/cdev.13151}, Abstract = {This study investigated the association between perceived material deprivation, children's behavior problems, and parents' disciplinary practices. The sample included 1,418 8- to 12-year-old children and their parents in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Multilevel mixed- and fixed-effects regression models found that, even when income remained stable, perceived material deprivation was associated with children's externalizing behavior problems and parents' psychological aggression. Parents' disciplinary practices mediated a small share of the association between perceived material deprivation and children's behavior problems. There were no differences in these associations between mothers and fathers or between high- and low- and middle-income countries. These results suggest that material deprivation likely influences children's outcomes at any income level.}, Doi = {10.1111/cdev.13151}, Key = {fds339381} } @article{fds218849, Author = {Rabiner, D.L. and Carrig, M. and Dodge, K.A.}, Title = {Attention problems and academic achievement: do persistent and earlier-emerging problems have more adverse long-term effects?}, Journal = {Journal of Attention Disorders}, Year = {2013}, url = {http://dx.doi.org/10.1177/1087054713507974}, Doi = {10.1177/1087054713507974}, Key = {fds218849} } @article{fds320117, Author = {Rabiner, DL and Carrig, MM and Dodge, KA}, Title = {Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects?}, Journal = {Journal of attention disorders}, Volume = {20}, Number = {11}, Pages = {946-957}, Year = {2016}, Month = {November}, url = {http://dx.doi.org/10.1177/1087054713507974}, Abstract = {<h4>Objective</h4>This study examined whether the negative association between children's attention difficulties and their academic functioning is largely confined to children whose attention problems persist across early grades and whether it depends on when attention problems emerge in children's schooling.<h4>Method</h4>Children from the normative sample of the Fast Track study were classified into four attention problem groups based on the presence versus absence of attention problems in first and second grade.<h4>Results</h4>Those with attention problems in both grades showed a decline in reading and math achievement during the K-5 interval relative to children with attention problems in first grade only. Both groups of inattentive first graders also performed worse than comparison children. In contrast, children whose attention problems emerged in second grade did not differ from comparison children on any achievement outcome performed significantly better than inattentive first graders.<h4>Conclusion</h4>The implications of these findings are discussed.}, Doi = {10.1177/1087054713507974}, Key = {fds320117} } @article{fds272208, Author = {Steinberg, MD and Dodge, KA}, Title = {Attributional bias in aggressive adolescent boys and girls}, Journal = {Journal of Social and Clinical Psychology}, Volume = {1}, Pages = {312-321}, Year = {1983}, Key = {fds272208} } @article{fds39033, Author = {Dodge, K.A.}, Title = {Attributional bias in aggressive children}, Booktitle = {Social and personality development}, Publisher = {Pacific Grove, CA: Brooks/Cole Publishing}, Editor = {D. Shaffer}, Year = {1993}, Key = {fds39033} } @misc{fds39749, Author = {Dodge, K.A.}, Title = {Attributional bias in aggressive children}, Pages = {75-111}, Booktitle = {Advances in cognitive-behavioral research and therapy}, Publisher = {New York: Academic Press}, Editor = {P. Kendall}, Year = {1985}, Key = {fds39749} } @article{fds272023, Author = {Lansford, JE and Bornstein, MH and Dodge, KA and Skinner, AT and Putnick, DL and Deater-Deckard, K}, Title = {Attributions and Attitudes of Mothers and Fathers in the United States.}, Journal = {Parenting, science and practice}, Volume = {11}, Number = {2-3}, Pages = {199-213}, Year = {2011}, Month = {January}, ISSN = {1529-5192}, url = {http://www.ncbi.nlm.nih.gov/pubmed/21822402}, Abstract = {OBJECTIVE.: The present study examined mean level similarities and differences as well as correlations between U.S. mothers' and fathers' attributions regarding successes and failures in caregiving situations and progressive versus authoritarian attitudes. DESIGN.: Interviews were conducted with both mothers and fathers in 139 European American, Latin American, and African American families. RESULTS.: Interactions between parent gender and ethnicity emerged for adult-controlled failure and perceived control over failure. Fathers reported higher adult-controlled failure and child-controlled failure attributions than did mothers, whereas mothers reported attitudes that were more progressive and modern than did fathers; these differences remained significant after controlling for parents' age, education, and possible social desirability bias. Ethnic differences emerged for five of the seven attributions and attitudes examined; four remained significant after controlling for parents' age, education, and possible social desirability bias. Medium effect sizes were found for concordance between parents in the same family for attributions regarding uncontrollable success, child-controlled failure, progressive attitudes, authoritarian attitudes, and modernity of attitudes after controlling for parents' age, education, and possible social desirability bias. CONCLUSIONS.: This work elucidates ways that parent gender and ethnicity relate to attributions regarding U.S. parents' successes and failures in caregiving situations and to their progressive versus authoritarian parenting attitudes.}, Doi = {10.1080/15295192.2011.585567}, Key = {fds272023} } @article{fds272197, Author = {Dodge, KA and Coie, JD and Brakke, NP}, Title = {Behavior patterns of socially rejected and neglected preadolescents: the roles of social approach and aggression.}, Journal = {Journal of abnormal child psychology}, Volume = {10}, Number = {3}, Pages = {389-409}, Year = {1982}, Month = {September}, ISSN = {0091-0627}, url = {http://www.ncbi.nlm.nih.gov/pubmed/7175045}, Abstract = {Sociometric nominations were used to select groups of popular, average, rejected, and neglected third- and fifth-grade children. In two studies, the peer interactive behaviors of these children were naturalistically observed in their classrooms and on the playground. In contrast to popular children, rejected children displayed fewer task-appropriate behaviors and more task-inappropriate and aggressive behaviors. Whereas rejected children prosocially approached peers as frequently as did popular children, peer responses to the approaches of rejected children were more likely to be negative. Neglected children, on the other hand, displayed relatively few task-inappropriate and aggressive behaviors, and socially approached peers infrequently. Their approaches also met with frequent rebuff by peers. The findings were discussed in terms of the behavioral bases of sociometric status. Suggestions were made for clinical researchers interested in behavioral change with rejected and neglected children.}, Doi = {10.1007/bf00912329}, Key = {fds272197} } @article{fds272205, Author = {Dodge, KA}, Title = {Behavioral antecedents of peer social status}, Journal = {Child Development}, Volume = {54}, Pages = {1386-1389}, Year = {1983}, Key = {fds272205} } @article{fds272009, Author = {Shapiro, DN and Kaplow, JB and Amaya-Jackson, L and Dodge, KA}, Title = {Behavioral markers of coping and psychiatric symptoms among sexually abused children.}, Journal = {J Trauma Stress}, Volume = {25}, Number = {2}, Pages = {157-163}, Year = {2012}, Month = {April}, ISSN = {0894-9867}, url = {http://dx.doi.org/10.1002/jts.21674}, Abstract = {The current study examined coping and psychiatric symptoms in a longitudinal sample of sexually abused children. Coping was behaviorally coded from children's forensic interviews in the aftermath of sexual abuse. Using principal components analysis, coping behaviors were found to cluster into 3 categories: avoidant, expressive, and positive affective coping. Avoidant coping had predictive utility for a range of psychiatric symptoms, including depressive, posttraumatic stress, anxiety, and dissociative symptoms as well as aggression and attention problems measured 8-36 months following the forensic interview. Specific behaviors, namely fidgetiness and distractibility, were also found to be associated with future symptoms. These findings suggest the predictive utility of avoidant behaviors in general, and fidgetiness and distractibility in particular, among sexually abused children.}, Doi = {10.1002/jts.21674}, Key = {fds272009} } @article{fds272060, Author = {Erath, SA and Keiley, MK and Pettit, GS and Lansford, JE and Dodge, KA and Bates, JE}, Title = {Behavioral predictors of mental health service utilization in childhood through adolescence.}, Journal = {Journal of developmental and behavioral pediatrics : JDBP}, Volume = {30}, Number = {6}, Pages = {481-488}, Year = {2009}, Month = {December}, ISSN = {0196-206X}, url = {http://dx.doi.org/10.1097/dbp.0b013e3181c35938}, Abstract = {<h4>Objectives</h4>This study investigated predictors of mental health service utilization from age 5 through age 16.<h4>Methods</h4>Data were collected on a community sample of 399 children, including 338 European Americans and 61 African Americans. Internalizing and externalizing behaviors were assessed by maternal and teacher reports in kindergarten. History of mental health service utilization was assessed by maternal reports when participants were 16 years old.<h4>Results</h4>On average, the probability of first-time mental health service utilization increased in early to middle childhood, stabilized, and then increased in early adolescence. Mother reports of internalizing behaviors (independent of teacher reports of externalizing behaviors) predicted an increased likelihood of service use among European American children but a decreased likelihood of service use among African American children. Externalizing behaviors (independent of internalizing behaviors) predicted a higher likelihood of first-time service use in middle childhood. The combination of elevated internalizing and externalizing behaviors predicted a higher likelihood of first-time service use in adolescence, mainly among European American children.<h4>Conclusions</h4>This study provides evidence that elevated mother-reported internalizing behaviors are less likely to forecast mental health service utilization among African American children compared with European American children. To meet the mental health service needs of all children, it is critical to further examine reasons for service utilization and underutilization among children with internalizing problems.}, Doi = {10.1097/dbp.0b013e3181c35938}, Key = {fds272060} } @article{fds272173, Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates, JE}, Title = {Best Friendships, Group Relationships, and Antisocial Behavior in Early Adolescence.}, Journal = {The Journal of early adolescence}, Volume = {19}, Number = {4}, Pages = {413-437}, Year = {1999}, Month = {November}, ISSN = {0272-4316}, url = {http://dx.doi.org/10.1177/0272431699019004001}, Abstract = {Correlations between adolescents' own antisocial behavior and adolescents' perceptions of the antisocial behavior of their best friends and friendship groups were examined in this study. The strength of those correlations was expected to vary as a function of the qualities of the dyadic friendships and group relationships. Perceptions of peers' antisocial behavior and dyadic friendship and group relationship qualities were collected through interviews with 431, 12- through 13-year-old adolescents. Measures of adolescents' concurrent and subsequent antisocial behaviors were obtained from the adolescents and their teachers. Adolescents who perceived their friends and groups as participating in antisocial behavior had higher self-reported and teacher-reported antisocial behavior ratings. Perceptions of best friend antisocial behavior were correlated more strongly with adolescents' own concurrent, but not subsequent, antisocial behavior when high levels of help, companionship, and security characterized dyadic friendships. The results are discussed in terms of peer influence and friendship selection processes.}, Doi = {10.1177/0272431699019004001}, Key = {fds272173} } @article{fds272199, Author = {Dodge, KA and Newman, JP}, Title = {Biased decision-making processes in aggressive boys.}, Journal = {Journal of abnormal psychology}, Volume = {90}, Number = {4}, Pages = {375-379}, Year = {1981}, Month = {August}, ISSN = {0021-843X}, url = {http://dx.doi.org/10.1037//0021-843x.90.4.375}, Abstract = {Recent evidence has suggested that aggressive boys demonstrate a bias toward attributing hostility to peers in unwarranted circumstances. The present study explored 2 aspects of cognitive processing that might be related to attributional bias: speed of decision making and selective recall of hostile cues. 81 aggressive and nonaggressive boys at 3 age levels (kindergarten-2st grade, 2nd-3rd, and 4th-5th) participated in a detective game in which the task was to accumulate evidence to decide whether or not a peer had acted with benevolence or hostility. Aggressive boys were found to respond more quickly and with less attention to available social cues. They also overattributed hostility to peers in unwarranted circumstances, but only when they responded quickly. This restriction suggests that training aggressive boys to respond more slowly could lead to fewer biased attributions on their part. Selective recall was also related to biased attributions for both groups of boys. This suggests that training boys to recall all cues nonselectively could reduce the frequency of their biased attributions. Results are discussed in terms of a cognitive model of aggressive behavior. (16 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1981 American Psychological Association.}, Doi = {10.1037//0021-843x.90.4.375}, Key = {fds272199} } @article{fds337498, Author = {Lansford, JE and Rothenberg, WA and Jensen, TM and Lippold, MA and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado, LM and Alampay, LP and Al-Hassan, SM}, Title = {Bidirectional Relations Between Parenting and Behavior Problems From Age 8 to 13 in Nine Countries.}, Journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, Volume = {28}, Number = {3}, Pages = {571-590}, Year = {2018}, Month = {September}, url = {http://dx.doi.org/10.1111/jora.12381}, Abstract = {This study used data from 12 cultural groups in nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States; N = 1,298) to understand the cross-cultural generalizability of how parental warmth and control are bidirectionally related to externalizing and internalizing behaviors from childhood to early adolescence. Mothers, fathers, and children completed measures when children were ages 8-13. Multiple-group autoregressive, cross-lagged structural equation models revealed that child effects rather than parent effects may better characterize how warmth and control are related to child externalizing and internalizing behaviors over time, and that parent effects may be more characteristic of relations between parental warmth and control and child externalizing and internalizing behavior during childhood than early adolescence.}, Doi = {10.1111/jora.12381}, Key = {fds337498} } @article{fds38996, Author = {Dodge, K.A.}, Title = {Biopsychosocial perspectives on the development of conduct disorder}, Booktitle = {Proceedings of the Fifth National Prevention Research Conference}, Publisher = {Washington, DC: National Institute of Mental Health}, Editor = {J.A. Linney}, Year = {1996}, Key = {fds38996} } @article{fds371490, Author = {Rybińska, A and Bai, Y and Goodman, WB and Dodge, KA}, Title = {Birth Spacing and Child Maltreatment: Population-Level Estimates for North Carolina.}, Journal = {Child maltreatment}, Pages = {10775595231171879}, Year = {2023}, Month = {April}, url = {http://dx.doi.org/10.1177/10775595231171879}, Abstract = {We examine population-level associations between birth spacing and child maltreatment using birth records and child welfare records for 1,099,230 second or higher parity children born in North Carolina between 1997 and 2013. Building upon previous research, administrative data linkages were used to address out-of-state migration and family-level heterogeneity in birth spacing and child maltreatment risk factors. Findings provide the strongest evidence to date that very short birth spacing of zero through 6 months from last birth to the index child's conception is a prenatal predictor of child maltreatment (indexed as child welfare involvement) throughout early childhood. Consequently, information about optimal family planning during the postpartum period should become a standard component of universal and targeted child maltreatment prevention programs. However, challenging previous empirical evidence, this study reports inconsistent results for benefits of additional spacing delay beyond 6 months with regard to child maltreatment risk reduction, especially for children of racial and ethnic minorities. These findings call for further inquiry about the mechanisms driving the connections between birth spacing and Child Protective Services assessments.}, Doi = {10.1177/10775595231171879}, Key = {fds371490} } @article{fds219663, Author = {Dodge, K.A.}, Title = {Book review: The Handbook of Clinical Child Neuropsychology, 3rd edition}, Journal = {Journal of Clinical Psychiatry}, Volume = {72}, Number = {5}, Pages = {726}, Editor = {Edited by Cecil R. Reynolds and Elaine Fletcher-Janzen}, Year = {2010}, Key = {fds219663} } @article{fds272008, Author = {Lansford, JE and Skinner, AT and Sorbring, E and Di Giunta and L and Deater-Deckard, K and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Tapanya, S and Tirado, LMU and Zelli, A and Al-Hassan, SM and Alampay, LP and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L}, Title = {Boys’ and Girls’ Relational and Physical Aggression in Nine Countries.}, Journal = {Aggressive behavior}, Volume = {38}, Number = {4}, Pages = {298-308}, Year = {2012}, Month = {July}, ISSN = {0096-140X}, url = {http://dx.doi.org/10.1002/ab.21433}, Abstract = {Distinguishing between relational and physical aggression has become a key feature of many developmental studies in North America and Western Europe, but very little information is available on relational and physical aggression in more diverse cultural contexts. This study examined the factor structure of, associations between, and gender differences in relational and physical aggression in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Children ages 7–10 years (N = 1,410) reported on their relationally and physically aggressive behavior. Relational and physical aggression shared a common factor structure across countries. In all nine countries, relational and physical aggression were significantly correlated (average r = .49). Countries differed in the mean levels of both relational and physical aggression that children reported using and with respect to whether children reported using more physical than relational aggression or more relational than physical aggression. Boys reported being more physically aggressive than girls across all nine countries; no consistent gender differences emerged in relational aggression. Despite mean-level differences in relational and physical aggression across countries, the findings provided support for cross-country similarities in associations between relational and physical aggression as well as links between gender and aggression.}, Doi = {10.1002/ab.21433}, Key = {fds272008} } @article{fds271952, Author = {Dodge, KA and Mandel, AD}, Title = {Building Evidence for Evidence-Based Policy Making.}, Journal = {Criminology & public policy}, Volume = {11}, Number = {3}, Pages = {525-534}, Year = {2012}, Month = {August}, ISSN = {1538-6473}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000313554100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Doi = {10.1111/j.1745-9133.2012.00828.x}, Key = {fds271952} } @article{fds272104, Author = {Foster, and M, E and Jones, and E, D and Dodge, TCPPRGKA and member}, Title = {Can a costly intervention be cost-effective? An analysis of violence prevention}, Journal = {Archives of General Psychiatry}, Volume = {63}, Number = {11}, Pages = {1284-1291}, Year = {2006}, ISSN = {0003-990X}, 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 = {fds272104} } @article{fds271902, Author = {Albert, D and Belsky, DW and Crowley, DM and Latendresse, SJ and Aliev, F and Riley, B and Group, CPPR and Dick, DM and Dodge, KA}, Title = {Can Genetics Predict Response to Complex Behavioral Interventions? Evidence from a Genetic Analysis of the Fast Track Randomized Control Trial}, Journal = {Journal of Policy Analysis and Management}, Volume = {34}, Number = {3}, Pages = {n/a-n/a}, Year = {2015}, ISSN = {0276-8739}, url = {http://hdl.handle.net/10161/9365 Duke open access}, Abstract = {Early interventions are a preferred method for addressing behavioral problems in high-risk children, but often have only modest effects. Identifying sources of variation in intervention effects can suggest means to improve efficiency. One potential source of such variation is the genome. We conducted a genetic analysis of the Fast Track randomized control trial, a 10-year-long intervention to prevent high-risk kindergarteners from developing adult externalizing problems including substance abuse and antisocial behavior. We tested whether variants of the glucocorticoid receptor gene NR3C1 were associated with differences in response to the Fast Track intervention. We found that in European-American children, a variant of NR3C1 identified by the single-nucleotide polymorphism rs10482672 was associated with increased risk for externalizing psychopathology in control group children and decreased risk for externalizing psychopathology in intervention group children. Variation in NR3C1 measured in this study was not associated with differential intervention response in African-American children. We discuss implications for efforts to prevent externalizing problems in high-risk children and for public policy in the genomic era.}, Doi = {10.1002/pam.21811}, Key = {fds271902} } @article{fds375349, Author = {Botvin, C and Jenkins, JM and Carr, RC and Dodge, KA and Clements, D and Sarama, J and Watts, TW}, Title = {Can Peers Help Sustain the Positive Effects of an Early Childhood Mathematics Intervention?}, Journal = {Early childhood research quarterly}, Volume = {67}, Pages = {159-169}, Year = {2024}, Month = {January}, url = {http://dx.doi.org/10.1016/j.ecresq.2023.11.001}, Abstract = {Our study assessed whether the peer environment in kindergarten and first grade affected student learning following an early mathematics intervention. We leveraged longitudinal data from a cluster-RCT to examine whether math achievement in kindergarten (<i>n</i> = 1,218) and first grade (<i>n</i> = 1,126) was affected by either the share of high-achieving classmates or the proportion of classroom peers who received a preschool math curriculum intervention. Analyses indicated that exposure to treated peers in first grade, but not kindergarten, was significantly associated with small gains in end-of-year achievement. Some analyses also suggested that average peer math achievement was generally positively related to children's kindergarten and first-grade achievement across conditions, though these results were less robust. We did not find consistent evidence to suggest that the proportion of treated peers coincided with better teaching practices. Taken together, these findings suggest that classroom peer effects may play only a limited role in sustaining early intervention effects.}, Doi = {10.1016/j.ecresq.2023.11.001}, Key = {fds375349} } @article{fds327289, Author = {Berlin, LJ and Martoccio, TL and Appleyard Carmody and K and Goodman, WB and O'Donnell, K and Williams, J and Murphy, RA and Dodge, KA}, Title = {Can typical US home visits affect infant attachment? Preliminary findings from a randomized trial of Healthy Families Durham.}, Journal = {Attach Hum Dev}, Volume = {19}, Number = {6}, Pages = {559-579}, Year = {2017}, Month = {December}, url = {http://dx.doi.org/10.1080/14616734.2017.1339359}, Abstract = {US government-funded early home visiting services are expanding significantly. The most widely implemented home visiting models target at-risk new mothers and their infants. Such home visiting programs typically aim to support infant-parent relationships; yet, such programs' effects on infant attachment quality per se are as yet untested. Given these programs' aims, and the crucial role of early attachments in human development, it is important to understand attachment processes in home visited families. The current, preliminary study examined 94 high-risk mother-infant dyads participating in a randomized evaluation of the Healthy Families Durham (HFD) home visiting program. We tested (a) infant attachment security and disorganization as predictors of toddler behavior problems and (b) program effects on attachment security and disorganization. We found that (a) infant attachment disorganization (but not security) predicted toddler behavior problems and (b) participation in HFD did not significantly affect infant attachment security or disorganization. Findings are discussed in terms of the potential for attachment-specific interventions to enhance the typical array of home visiting services.}, Doi = {10.1080/14616734.2017.1339359}, Key = {fds327289} } @article{fds358474, Author = {Alampay, LP and Godwin, J and Lansford, JE and Oburu, P and Bornstein, MH and Chang, L and Deater-Deckard, K and Rothenberg, WA and Malone, PS and Skinner, AT and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Al-Hassan, SM and Bacchini, D and Di Giunta and L and Dodge, KA and Gurdal, S}, Title = {Change in Caregivers' Attitudes and Use of Corporal Punishment Following a Legal Ban: A Multi-Country Longitudinal Comparison.}, Journal = {Child maltreatment}, Volume = {27}, Number = {4}, Pages = {561-571}, Year = {2022}, Month = {November}, url = {http://dx.doi.org/10.1177/10775595211036401}, Abstract = {We examined whether a policy banning corporal punishment enacted in Kenya in 2010 is associated with changes in Kenyan caregivers' use of corporal punishment and beliefs in its effectiveness and normativeness, and compared to caregivers in six countries without bans in the same period. Using a longitudinal study with six waves of panel data (2008-2016), mothers (<i>N</i> = 1086) in Colombia, Italy, Jordan, Kenya, Philippines, Thailand, and United States reported household use of corporal punishment and beliefs about its effectiveness and normativeness. Random intercept models and multi-group piecewise growth curve models indicated that the proportion of corporal punishment behaviors used by the Kenyan caregivers decreased post-ban at a significantly different rate compared to the caregivers in other countries in the same period. Beliefs of effectiveness of corporal punishment were declining among the caregivers in all sites, whereas the Kenyan mothers reported increasing perceptions of normativeness of corporal punishment post-ban, different from the other sites. While other contributing factors cannot be ruled out, our natural experiment suggests that corporal punishment decreased after a national ban, a shift that was not evident in sites without bans in the same period.}, Doi = {10.1177/10775595211036401}, Key = {fds358474} } @article{fds272135, Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates, JE}, Title = {Change in parents' monitoring knowledge: Links with parenting, relationship quality, adolescent beliefs, and antisocial behavior}, Journal = {Social Development}, Volume = {12}, Number = {3}, Pages = {401-419}, Publisher = {WILEY}, Year = {2003}, Month = {August}, url = {http://dx.doi.org/10.1111/1467-9507.00240}, Abstract = {A longitudinal prospective design was used to examine antisocial behavior, two aspects of the parent-child relationship, inept parenting, and adolescents 'beliefs in the appropriateness of monitoring as predictors of parents' monitoring and change in monitoring during the high school years. A total of 426 adolescents provided reports of their parents 'monitoring knowledge during four yearly assessments beginning the summer before entering grade 9. Greater concurrent levels of monitoring knowledge were associated with less antisocial behavior, more parent-reported relationship enjoy-ment, adolescents and parents spending more time together, and adolescents reporting stronger beliefs in the appropriateness of parental monitoring. Weaker knowledge beliefs predicted increases in monitoring knowledge over time. More antisocial behavior problems were linked to lower levels of knowledge through less enjoyable parent-adolescent relationships, parents and adolescents spending less time together, and adolescents reporting weaker monitoring beliefs. Discussion focuses on processes linking antisocial behavior problems with low levels of monitoring knowledge.}, Doi = {10.1111/1467-9507.00240}, Key = {fds272135} } @article{fds343562, Author = {Deater-Deckard, K and Godwin, J and Lansford, JE and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S}, Title = {Chaos, danger, and maternal parenting in families: Links with adolescent adjustment in low- and middle-income countries.}, Journal = {Developmental science}, Volume = {22}, Number = {5}, Pages = {e12855}, Year = {2019}, Month = {September}, url = {http://dx.doi.org/10.1111/desc.12855}, Abstract = {The current longitudinal study is the first comparative investigation across low- and middle-income countries (LMICs) to test the hypothesis that harsher and less affectionate maternal parenting (child age 14 years, on average) statistically mediates the prediction from prior household chaos and neighborhood danger (at 13 years) to subsequent adolescent maladjustment (externalizing, internalizing, and school performance problems at 15 years). The sample included 511 urban families in six LMICs: China, Colombia, Jordan, Kenya, the Philippines, and Thailand. Multigroup structural equation modeling showed consistent associations between chaos, danger, affectionate and harsh parenting, and adolescent adjustment problems. There was some support for the hypothesis, with nearly all countries showing a modest indirect effect of maternal hostility (but not affection) for adolescent externalizing, internalizing, and scholastic problems. Results provide further evidence that chaotic home and dangerous neighborhood environments increase risk for adolescent maladjustment in LMIC contexts, via harsher maternal parenting.}, Doi = {10.1111/desc.12855}, Key = {fds343562} } @misc{fds271958, Author = {Latendresse, SJ and Bates, JE and Dodge, KA and Pettit, GS and Lansford, JE and Budde, JP and Goate, A and Dick, DM}, Title = {Characterizing discrete pathways and mechanisms through which genes influence adult substance use}, Journal = {BEHAVIOR GENETICS}, Volume = {40}, Number = {6}, Pages = {801-801}, Publisher = {SPRINGER}, Year = {2010}, Month = {November}, ISSN = {0001-8244}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000284696200063&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Key = {fds271958} } @article{fds315897, Author = {Rosanbalm, KD and Snyder-Fickler, and Lawrence, and Coleman, K and Frey, J and van den Ende, J and Dodge, K}, Title = {Child wellbeing assessment in child welfare: A review of four measures}, Journal = {Children and Youth Services Review}, Volume = {68}, Pages = {1-16}, Publisher = {Elsevier BV}, Year = {2016}, ISSN = {0190-7409}, url = {http://dx.doi.org/10.1016/j.childyouth.2016.06.023}, Abstract = {Child wellbeing is identified as one of the three primary goals for child welfare outcomes, thus strong wellbeing assessment tools are crucial to the monitoring of child welfare success. Data from wellbeing measures can serve to identify child needs, inform case planning, monitor change over time, and evaluate intervention impact at the individual, local, state, and national levels. This paper examines the goals, strengths, and challenges of four wellbeing measures currently used with child welfare populations, namely: the Child and Adolescent Functional Assessment Scale (CAFAS), the Child and Adolescent Needs and Strengths Assessment Tool (CANS), the Child Behavior Checklist and related tools from the Achenbach System of Empirically Based Assessment (CBCL/ASEBA), and the Treatment Outcomes Package (TOP). For each measure, we describe the content, practical attributes, clinical applications, and evidence of reliability and validity. We explore implementation considerations and provide recommendations for system changes to ensure the optimal use of each instrument. Agencies are encouraged to carefully consider their needs, goals, capacities, and implementation infrastructure to inform selection of tools that will aid them in successfully supporting and monitoring child wellbeing over time.}, Doi = {10.1016/j.childyouth.2016.06.023}, Key = {fds315897} } @article{fds272144, Author = {Kaplow, and B, J and Curran, and J, P and Dodge, and A, K and Group, TCPPR}, Title = {Child, Parent, and Peer Predictors of Early-Onset Substance Use: A Multi-Site Longitudinal Study}, Journal = {Journal of Abnormal Child Psychology}, Volume = {30}, Number = {3}, Pages = {199-216}, Year = {2002}, ISSN = {0091-0627}, url = {http://www.ncbi.nlm.nih.gov/pubmed/12041707}, Abstract = {The purpose of this study was to identify kindergarten-age predictors of early-onset substance use from demographic, environmental, parenting, child psychological, behavioral, and social functioning domains. Data from a longitudinal study of 295 children were gathered using multiple-assessment methods and multiple informants in kindergarten and 1st grade. Annual assessments at ages 10, 11, and 12 reflected that 21% of children reported having initiated substance use by age 12. Results from longitudinal logistic regression models indicated that risk factors at kindergarten include being male, having a parent who abused substances, lower levels of parental verbal reasoning, higher levels of overactivity, more thought problems, and more social problem solving skills deficits. Children with no risk factors had less than a 10% chance of initiating substance use by age 12, whereas children with 2 or more risk factors had greater than a 50% chance of initiating substance use. Implications for typology, etiology, and prevention are discussed.}, Doi = {10.1023/a:1015183927979}, Key = {fds272144} } @article{fds272274, Author = {Bates, JE and Marvinney, D and Kelly, T and Dodge, KA and Bennett, DS and Pettit, GS}, Title = {Child-Care History and Kindergarten Adjustment}, Journal = {Developmental Psychology}, Volume = {30}, Number = {5}, Pages = {690-700}, Publisher = {American Psychological Association (APA)}, Year = {1994}, Month = {January}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037/0012-1649.30.5.690}, Abstract = {Parents gave histories of 589 children just before kindergarten. Children were later assessed with teacher, peer, and observer measures of social adjustment in school. Children with higher day-care amounts in each of 3 eras (0-1, 1-4, and 4-5 years) scored higher on the composite negative adjustment and lower on positive adjustment (however, they also scored lower on teacher-rated internalizing problems). Day care predicted even after statistical control for measures representing alternative explanations, such as family stress and socioeconomic status, accounting for 2.7% of variance in negative adjustment and 2.9% of positive adjustment. Interactions between day care and other variables did not add to predictions of the molar adjustment composites. Extensive infancy care did not in itself predict adjustment, according to planned contrasts that controlled for total amount of day care received across the 3 eras of the child's life.}, Doi = {10.1037/0012-1649.30.5.690}, Key = {fds272274} } @article{fds347126, Author = {Su, S and Pettit, GS and Lansford, JE and Dodge, KA and Bates, JE}, Title = {Children's competent social-problem solving across the preschool-to-school transition: Developmental changes and links with early parenting}, Journal = {Social Development}, Volume = {29}, Number = {3}, Pages = {750-766}, Year = {2020}, Month = {August}, url = {http://dx.doi.org/10.1111/sode.12426}, Abstract = {What is the developmental course of competent social-problem solving (CSPS) across childhood? In this study, we sought to answer this question by tracing the development of multiple components of CSPS across 4 years spanning pre-kindergarten to early grade 3. We also examined whether early positive parenting and sociodemographic factors predicted initial level and growth in CSPS in a sample of 585 children (52% female, 26% lower socioeconomic status, and 17% ethnic minority) and their families. CSPS components (response generation, evaluation, and efficacy) were assessed the summers prior to kindergarten and grades 1, 2, and 3. Positive parenting (warmth, involvement, and guidance) was measured the summer before kindergarten. Multilevel growth models revealed significant linear increases for CSPS, and there was some evidence that these increases were modestly related to early positive parenting and sociodemographic factors. Results underscore the importance of examining CSPS within a developmental perspective.}, Doi = {10.1111/sode.12426}, Key = {fds347126} } @misc{fds39736, Author = {Crick, N.R. and Dodge, K.A.}, Title = {Children's evaluations of peer entry and conflict situations: Social strategies, goals, and outcome expectations}, Pages = {396-399}, Booktitle = {Social competence in developmental perspective}, Publisher = {Dordrecht, Netherlands: Kluwer Academic Publishers}, Editor = {B. Schneider and J. Nadel and G. Attili and R. Weissberg}, Year = {1989}, Key = {fds39736} } @article{fds304165, Author = {Poulin, F and Cillessen, AHN and Hubbard, JA and Coie, JD and Dodge, KA and Schwartz, D}, Title = {Children's friends and behavioral similarity in two social contexts}, Journal = {Social Development}, Volume = {6}, Number = {2}, Pages = {224-236}, Publisher = {WILEY}, Year = {1997}, Month = {January}, 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 = {fds304165} } @article{fds272186, Author = {Tolan, PH and Dodge, KA}, Title = {Children's mental health as a primary care and concern: a system for comprehensive support and service.}, Journal = {The American psychologist}, Volume = {60}, Number = {6}, Pages = {601-614}, Year = {2005}, Month = {September}, ISSN = {0003-066X}, url = {http://dx.doi.org/10.1037/0003-066x.60.6.601}, Abstract = {In response to the serious crisis in mental health care for children in the United States, this article proposes as a priority for psychology a comprehensive approach that treats mental health as a primary issue in child health and welfare. Consistent with the principles of a system of care and applying epidemiological, risk-development, and intervention-research findings, this approach emphasizes 4 components: easy access to effective professional clinical services for children exhibiting disorders; further development and application of sound prevention principles for high-risk youths; support for and access to short-term intervention in primary care settings; and greater recognition and promotion of mental health issues in common developmental settings and other influential systems. Integral to this approach is the need to implement these components simultaneously and to incorporate family-focused, culturally competent, evidence-based, and developmentally appropriate services. This comprehensive, simultaneous, and integrated approach is needed to achieve real progress in children's mental health in this country.}, Doi = {10.1037/0003-066x.60.6.601}, Key = {fds272186} } @article{fds272044, Author = {Lansford, JE and Malone, PS and Dodge, KA and Chang, L and Chaudhary, N and Tapanya, S and Oburu, P and Deater-Deckard, K}, Title = {Children's Perceptions of Maternal Hostility as a Mediator of the Link between Discipline and Children's Adjustment in Four Countries.}, Journal = {International journal of behavioral development}, Volume = {34}, Number = {5}, Pages = {452-461}, Year = {2010}, Month = {September}, ISSN = {0165-0254}, url = {http://dx.doi.org/10.1177/0165025409354933}, Abstract = {Using data from 195 dyads of mothers and children (age range = 8-12 years; M = 10.63) in four countries (China, India, the Philippines, and Thailand), this study examined children's perceptions of maternal hostility as a mediator of the links between physical discipline and harsh verbal discipline and children's adjustment. Both physical discipline and harsh verbal discipline had direct effects on mothers' reports of children's anxiety and aggression; three of these four links were mediated by children's perceptions of maternal hostility. In contrast, there were no significant direct effects of physical discipline and harsh verbal discipline on children's reports of their own anxiety and aggression. Instead, both physical discipline and harsh verbal discipline had indirect effects on the outcomes through children's perceptions of maternal hostility. We identified a significant interaction between perceived normativeness and use of harsh verbal discipline on children's perception of maternal hostility, but children's perception of the normativeness of physical discipline did not moderate the relation between physical discipline and perceived maternal hostility. The effects of harsh verbal discipline were more adverse when children perceived that form of discipline as being nonnormative than when children perceived that form of discipline as being normative. Results are largely consistent with a theoretical model positing that the meaning children attach to parents' discipline strategies is important in understanding associations between discipline and children's adjustment, and that cultural context is associated with children's interpretations of their parents' behavior.}, Doi = {10.1177/0165025409354933}, Key = {fds272044} } @article{fds272223, Author = {Poulin, F and Cillessen, AHN and Hubbard, JA and Coie, JD and Dodge, KA and Schwartz, D}, Title = {Children’s friends and behavioral similarity in two social contexts}, Journal = {Social Development}, Volume = {6}, Number = {2}, Pages = {225-237}, Year = {1997}, 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 = {fds272223} } @book{fds38867, Author = {Kupersmidt, J. and Dodge, K.A.}, Title = {Children’s peer relations: From development to intervention to policy: A festschrift to honor John D. Coie}, Publisher = {Washington, D.C.: American Psychological Association}, Editor = {J. Kupersmidt and K.A. Dodge}, Year = {2004}, Key = {fds38867} } @article{fds272299, Author = {Meyer, and L, A and Allison, and W, K and Reese, and E, L and Gay, and N, F and Dodge, TMVPPKA and member}, Title = {Choosing to be violence free in middle school: The student component of the GREAT Schools and Families Universal Program.}, Journal = {American Journal of Preventive Medicine}, Volume = {26}, Pages = {20-28}, Year = {2004}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791963/}, Key = {fds272299} } @article{fds272022, Author = {Dick, DM and Meyers, JL and Latendresse, SJ and Creemers, HE and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA and Budde, J and Goate, A and Buitelaar, JK and Ormel, J and Verhulst, FC and Huizink, AC}, Title = {CHRM2, parental monitoring, and adolescent externalizing behavior: evidence for gene-environment interaction.}, Journal = {Psychological science}, Volume = {22}, Number = {4}, Pages = {481-489}, Year = {2011}, Month = {April}, ISSN = {0956-7976}, url = {http://dx.doi.org/10.1177/0956797611403318}, Abstract = {Psychologists, with their long-standing tradition of studying mechanistic processes, can make important contributions to further characterizing the risk associated with genes identified as influencing risk for psychiatric disorders. We report one such effort with respect to CHRM2, which codes for the cholinergic muscarinic 2 receptor and was of interest originally for its association with alcohol dependence. We tested for association between CHRM2 and prospectively measured externalizing behavior in a longitudinal, community-based sample of adolescents, as well as for moderation of this association by parental monitoring. We found evidence for an interaction in which the association between the genotype and externalizing behavior was stronger in environments with lower parental monitoring. There was also suggestion of a crossover effect, in which the genotype associated with the highest levels of externalizing behavior under low parental monitoring had the lowest levels of externalizing behavior at the extreme high end of parental monitoring. The difficulties involved in distinguishing mechanisms of gene-environment interaction are discussed.}, Doi = {10.1177/0956797611403318}, Key = {fds272022} } @article{fds332382, Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe, A}, Title = {Classes of Intimate Partner Violence From Late Adolescence to Young Adulthood.}, Journal = {Journal of interpersonal violence}, Volume = {35}, Number = {21-22}, Pages = {4419-4443}, Year = {2020}, Month = {November}, url = {http://dx.doi.org/10.1177/0886260517715601}, Abstract = {Researchers do not agree on how intimate partner violence (IPV) emerges and changes from adolescence to young adulthood. This may be because change in these behaviors varies across individuals. The present study uses a longitudinal, person-centered approach to examine whether there are multiple classes or patterns of change in the perpetration of IPV during the transitional period from adolescence (age 18) to young adulthood (age 25) using data collected annually from a community sample of 484 participants. Latent class analysis was the analytic approach used. Results revealed three patterns for psychological IPV (Little-to-None, Minor/Increasing, and Extensive/Increasing) and two patterns for physical IPV (Little-to-None and Extensive). Patterns varied greatly in number of representatives, although they were more balanced in size for psychological than physical IPV. Variations in IPV behaviors were also revealed across classes, although as expected in a community sample, minor forms of IPV were more common than severe forms. In addition, classes differed in demographic and relationship status variables. These findings suggest that IPV may occur in multiple distinct patterns as opposed to one average pattern across a population. This suggests that interventions for IPV may need to be geared to differences in patterns to enhance their efficacy.}, Doi = {10.1177/0886260517715601}, Key = {fds332382} } @misc{fds39726, Author = {Consortium on the School-Based Promotion of Social Competence}, Title = {Classroom curricula for drug abuse prevention}, Pages = {129-148}, Booktitle = {Communities that care: Action for drug abuse prevention}, Publisher = {San Francisco: Jossey-Bass}, Editor = {J. D. Hawkins and R. Catalano}, Year = {1992}, Key = {fds39726} } @article{fds272167, Author = {van Eys, PP and Dodge, KA}, Title = {Closing the gaps: developmental psychopathology as a training model for clinical child psychology.}, Journal = {Journal of clinical child psychology}, Volume = {28}, Number = {4}, Pages = {467-475}, Year = {1999}, Month = {December}, url = {http://dx.doi.org/10.1207/s15374424jccp2804_5}, Abstract = {Espouses developmental psychopathology as a framework for training our future leaders due to its emphasis on an ecological, transactional lifespan perspective, as well as interdisciplinary bridging and policy focus. This perspective, used as a framework for questioning and thinking about the complex interplay of psychological and social phenomena, provides a method for closing the gaps in training future psychologists as it allows for the development of niche expertise under an umbrella of the broader, ecological perspective. In an increasingly complex world of shrinking mental health dollars and growing severity of mental health problems for families and youth, clinical psychologists are needed more than ever to solve social problems. The current training paradigms in clinical child psychology programs need redirection and clarification for future psychologists to contribute meaningfully to science, practice, and policy. This article provides background in the history and influence of the developmental psychopathology perspective, as well as future implications for doctoral training programs in clinical psychology.}, Doi = {10.1207/s15374424jccp2804_5}, Key = {fds272167} } @article{fds13041, Author = {Dodge, K.A. and Putallaz, M. and Malone, D.}, Title = {Coming of Age: The Department of Education}, Journal = {Phi Delta Kappan}, Volume = {83}, Pages = {674-676}, Year = {2002}, url = {http://hdl.handle.net/10161/8002}, Key = {fds13041} } @article{fds272115, Author = {Dodge, KA and Putallaz, M and Malone, D}, Title = {Coming of age: The department of education}, Journal = {Phi Delta Kappan}, Volume = {83}, Number = {9}, Pages = {674-676}, Publisher = {SAGE Publications}, Year = {1999}, Month = {January}, url = {http://hdl.handle.net/10161/8002 Duke open access}, Abstract = {The Duke University Education Leadership Summit in February 2002 provided an opportunity to view the evolution of the U.S. Department of Education through the eyes of those who have served as secretaries of education. In this special section, five of the participating secretaries reflect on the chief issues of their respective tenures.}, Doi = {10.1177/003172170208300909}, Key = {fds272115} } @article{fds272065, Author = {Dodge, KA}, Title = {Community intervention and public policy in the prevention of antisocial behavior.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {50}, Number = {1-2}, Pages = {194-200}, Year = {2009}, Month = {January}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19220602}, Abstract = {As academic clinical science moves to community intervention to achieve impact on population prevalence of antisocial behavior disorders, exciting potential is tempered by realistic caution. Three kinds of efforts are noted. First, individual evidence-based therapies are being implemented at scale. Difficulties in high-fidelity implementation are noted, and the unlikelihood of population impact is highlighted. Second, communities are receiving new resources to support individuals, although connecting community resources to highest-risk individuals is difficult. Third, community factors are being targeted for change through policy reform, with mixed results. As the field moves in this direction, the importance of adhering to principles of scientific rigor and empirical evidence is emphasized, to keep scientist-practitioners from overstepping their bounds.}, Doi = {10.1111/j.1469-7610.2008.01985.x}, Key = {fds272065} } @article{fds367707, Author = {Goodman, B and Dodge, K}, Title = {Community Prevention of Child Maltreatment in the United States: The Family Connects Program}, Journal = {Japanese Journal of Child Abuse and Neglect}, Volume = {21}, Number = {2}, Pages = {141-148}, Year = {2019}, Key = {fds367707} } @article{fds272294, Author = {Smith, EP and Gorman-Smith, D and Quinn, WH and Rabiner, DL and Tolan, PH and Winn, D-M and Multisite Violence Prevention Project}, Title = {Community-Based multiple family groups to prevent and reduce violent and aggressive behavior: the GREAT Families Program.}, Journal = {American journal of preventive medicine}, Volume = {26}, Number = {1 Suppl}, Pages = {39-47}, Year = {2004}, Month = {January}, url = {http://dx.doi.org/10.1016/j.amepre.2003.09.018}, Abstract = {This paper describes the targeted intervention component of GREAT Schools and Families. The intervention-GREAT Families-is composed of 15 weekly multiple family group meetings (e.g., 4-6 families per group) and addresses parenting practices (discipline, monitoring), family relationship characteristics (communication, support, cohesion), parental involvement and investment in their child's schooling, parent and school relationship building, and planning for the future. High-risk youth and their families-students identified by teachers as aggressive and socially influential among their peers-were targeted for inclusion in the intervention. The paper describes the theoretical model and development of the intervention. Approaches to recruitment, engagement, staff training, and sociocultural sensitivity in work with families in predominantly poor and challenging settings are described. The data being collected throughout the program will aid in examining the theoretical and program processes that can potentially mediate and moderate effects on families. This work can inform us about necessary approaches and procedures to engage and support families in efforts to reduce individual and school grade-level violence and aggression.}, Doi = {10.1016/j.amepre.2003.09.018}, Key = {fds272294} } @article{fds364192, Author = {Lansford, JE and Rothenberg, WA and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Morgenstern, G and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Uribe Tirado, LM}, Title = {Compliance with Health Recommendations and Vaccine Hesitancy During the COVID Pandemic in Nine Countries.}, Journal = {Prevention science : the official journal of the Society for Prevention Research}, Volume = {25}, Number = {2}, Pages = {230-244}, Year = {2024}, Month = {February}, url = {http://dx.doi.org/10.1007/s11121-022-01399-9}, Abstract = {Longitudinal data from the Parenting Across Cultures study of children, mothers, and fathers in 12 cultural groups in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the USA; N = 1331 families) were used to understand predictors of compliance with COVID-19 mitigation strategies and vaccine hesitancy. Confidence in government responses to the COVID pandemic was also examined as a potential moderator of links between pre-COVID risk factors and compliance with COVID mitigation strategies and vaccine hesitancy. Greater confidence in government responses to the COVID pandemic was associated with greater compliance with COVID mitigation strategies and less vaccine hesitancy across cultures and reporters. Pre-COVID financial strain and family stress were less consistent predictors of compliance with COVID mitigation strategies and vaccine hesitancy than confidence in government responses to the pandemic. Findings suggest the importance of bolstering confidence in government responses to future human ecosystem disruptions, perhaps through consistent, clear, non-partisan messaging and transparency in acknowledging limitations and admitting mistakes to inspire compliance with government and public health recommendations.}, Doi = {10.1007/s11121-022-01399-9}, Key = {fds364192} } @misc{fds13008, Author = {Dodge, K.A.}, Title = {Conduct Disorder}, Series = {Second}, Booktitle = {Handbook of Developmental Psychopathology}, Publisher = {New York: Plenum Press}, Editor = {Sameroff, A. and Lewis, M. and Miller, S.}, Year = {2000}, Key = {fds13008} } @article{fds272105, Author = {Ingoldsby, and M, E and Kohl, and O, G and McMahon, and J, R and Lengua, and L, and Dodge, TCPPRGKA and member}, Title = {Conduct problems, depressive symptomatology and their co-occurring presentation in childhood as predictors of adjustment in early adolescence}, Journal = {Journal of Abnormal Child Psychology}, Volume = {34}, Number = {5}, Pages = {603-621}, Year = {2006}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/s10802-006-9044-9}, Abstract = {The present study investigated patterns in the development of conduct problems (CP), depressive symptoms, and their co-occurrence, and relations to adjustment problems, over the transition from late childhood to early adolescence. Rates of depressive symptoms and CP during this developmental period vary by gender; yet, few studies involving non-clinical samples have examined co-occurring problems and adjustment outcomes across boys and girls. This study investigates the manifestation and change in CP and depressive symptom patterns in a large, multisite, gender-and ethnically-diverse sample of 431 youth from 5th to 7th grade. Indicators of CP, depressive symptoms, their co-occurrence, and adjustment outcomes were created from multiple reporters and measures. Hypotheses regarding gender differences were tested utilizing both categorical (i.e., elevated symptom groups) and continuous analyses (i.e., regressions predicting symptomatology and adjustment outcomes). Results were partially supportive of the dual failure model (Capaldi, 1991, 1992), with youth with co-occurring problems in 5th grade demonstrating significantly lower academic adjustment and social competence two years later. Both depressive symptoms and CP were risk factors for multiple negative adjustment outcomes. Co-occurring symptomatology and CP demonstrated more stability and was associated with more severe adjustment problems than depressive symptoms over time. Categorical analyses suggested that, in terms of adjustment problems, youth with co-occurring symptomatology were generally no worse off than those with CP-alone, and those with depressive symptoms-alone were similar over time to those showing no symptomatology at all. Few gender differences were noted in the relations among CP, depressive symptoms, and adjustment over time.}, Doi = {10.1007/s10802-006-9044-9}, Key = {fds272105} } @article{fds272032, Author = {Dodge, KA}, Title = {Context matters in child and family policy.}, Journal = {Child development}, Volume = {82}, Number = {1}, Pages = {433-442}, Year = {2011}, Month = {January}, url = {http://www.ncbi.nlm.nih.gov/pubmed/21291450}, Abstract = {The traditional model of translation from basic laboratory science to efficacy trials to effectiveness trials to community dissemination has flaws that arise from false assumptions that context changes little or matters little. One of the most important findings in developmental science is that context matters, but this fact is not sufficiently taken into account in many translation efforts. Studies reported in this special issue highlight both the potential of systematic interventions in parenting, peer relations, and social-cognitive skills training, and the problems that will be encountered in trying to bring these interventions to a community context. It is advocated that developmental scientists start from within the community context itself so that translation to policy is only a small step. It is also advocated that this research be conducted through rigorous community randomized controlled trials.}, Doi = {10.1111/j.1467-8624.2010.01565.x}, Key = {fds272032} } @article{fds335173, Author = {COIE, JD and DODGE, KA}, Title = {CONTINUITIES AND CHANGES IN CHILDRENS SOCIAL-STATUS - A 5-YEAR LONGITUDINAL-STUDY}, Journal = {MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL PSYCHOLOGY}, Volume = {29}, Number = {3}, Pages = {261-282}, Publisher = {WAYNE STATE UNIV PRESS}, Year = {1983}, Month = {January}, Key = {fds335173} } @article{fds272212, Author = {Coie, JD and Dodge, KA}, Title = {Continuity of children's social status: A five-year longitudinal study}, Journal = {Merrill-Palmer Quarterly}, Volume = {29}, Number = {3}, Pages = {261-282}, Year = {1983}, Key = {fds272212} } @article{fds304162, Author = {Dodge, KA}, Title = {Coordinating Responses to Aversive Stimuli: Introduction to a Special Section on the Development of Emotion Regulation}, Journal = {Developmental Psychology}, Volume = {25}, Number = {3}, Pages = {339-342}, Publisher = {American Psychological Association (APA)}, Year = {1989}, Month = {January}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037/0012-1649.25.3.339}, Abstract = {Introduces special section and provides an overview of research on infant and child emotion regulation, beginning with consideration of emotion as a set of responses to particular stimuli, such as aversive events. Emotional responding is noted as occurring simultaneously within each of three response systems, including neurophysiological-biochemical, motor-expressive, and experiential-cognitive domains. Emotion regulation is the process through which activation in one response domain serves to alter, titrate, or modulate activation in another response domain. During the course of development, the child acquires skill not only in responding within domains, but also in coordinating and regulating responses across domains. Mechanisms of development include fortuitous learning, repetition, and active socialization by a caregiver. Individual differences can be observed in the child's capacity for regulation, and major life events can intrude on development, the latter leading to dysregulation of emotional responding.}, Doi = {10.1037/0012-1649.25.3.339}, Key = {fds304162} } @article{fds272253, Author = {Dodge, KA}, Title = {Coordinating responses to aversive stimuli: The development of emotion regulation}, Journal = {Developmental Psychology}, Volume = {25}, Number = {3}, Pages = {339-342}, Year = {1989}, ISSN = {0012-1649}, Abstract = {Introduces special section and provides an overview of research on infant and child emotion regulation, beginning with consideration of emotion as a set of responses to particular stimuli, such as aversive events. Emotional responding is noted as occurring simultaneously within each of three response systems, including neurophysiological-biochemical, motor-expressive, and experiential-cognitive domains. Emotion regulation is the process through which activation in one response domain serves to alter, titrate, or modulate activation in another response domain. During the course of development, the child acquires skill not only in responding within domains, but also in coordinating and regulating responses across domains. Mechanisms of development include fortuitous learning, repetition, and active socialization by a caregiver. Individual differences can be observed in the child's capacity for regulation, and major life events can intrude on development, the latter leading to dysregulation of emotional responding.}, Key = {fds272253} } @article{fds272013, Author = {Lansford, JE and Alampay, LP and Al-Hassan, S and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta, L and Dodge, KA and Oburu, P and Pastorelli, C and Runyan, DK and Skinner, AT and Sorbring, E and Tapanya, S and Tirado, LMU and Zelli, A}, Title = {Corporal punishment of children in nine countries as a function of child gender and parent gender.}, Journal = {International journal of pediatrics}, Volume = {2010}, Pages = {672780}, Year = {2010}, Month = {January}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20976255}, Abstract = {Background. The purpose of this paper is to contribute to a global perspective on corporal punishment by examining differences between mothers' and fathers' use of corporal punishment with daughters and sons in nine countries. Methods. Interviews were conducted with 1398 mothers, 1146 fathers, and 1417 children (age range = 7 to 10 years) in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Results. Across the entire sample, 54% of girls and 58% of boys had experienced mild corporal punishment, and 13% of girls and 14% of boys had experienced severe corporal punishment by their parents or someone in their household in the last month. Seventeen percent of parents believed that the use of corporal punishment was necessary to rear the target child. Overall, boys were more frequently punished corporally than were girls, and mothers used corporal punishment more frequently than did fathers. There were significant differences across countries, with reports of corporal punishment use lowest in Sweden and highest in Kenya. Conclusion. This work establishes that the use of corporal punishment is widespread, and efforts to prevent corporal punishment from escalating into physical abuse should be commensurately widespread.}, Doi = {10.1155/2010/672780}, Key = {fds272013} } @article{fds317255, Author = {Lansford, JE and Sharma, C and Malone, PS and Woodlief, D and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado, LMU and Zelli, A and Al-Hassan, SM and Alampay, LP and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L}, Title = {Corporal punishment, maternal warmth, and child adjustment: a longitudinal study in eight countries.}, Journal = {Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53}, Volume = {43}, Number = {4}, Pages = {670-685}, Year = {2014}, Month = {January}, ISSN = {1537-4416}, url = {http://dx.doi.org/10.1080/15374416.2014.893518}, Abstract = {Two key tasks facing parents across cultures are managing children's behaviors (and misbehaviors) and conveying love and affection. Previous research has found that corporal punishment generally is related to worse child adjustment, whereas parental warmth is related to better child adjustment. This study examined whether the association between corporal punishment and child adjustment problems (anxiety and aggression) is moderated by maternal warmth in a diverse set of countries that vary in a number of sociodemographic and psychological ways. Interviews were conducted with 7- to 10-year-old children (N = 1,196; 51% girls) and their mothers in 8 countries: China, Colombia, Italy, Jordan, Kenya, the Philippines, Thailand, and the United States. Follow-up interviews were conducted 1 and 2 years later. Corporal punishment was related to increases, and maternal warmth was related to decreases, in children's anxiety and aggression over time; however, these associations varied somewhat across groups. Maternal warmth moderated the effect of corporal punishment in some countries, with increases in anxiety over time for children whose mothers were high in both warmth and corporal punishment. The findings illustrate the overall association between corporal punishment and child anxiety and aggression as well as patterns specific to particular countries. Results suggest that clinicians across countries should advise parents against using corporal punishment, even in the context of parent-child relationships that are otherwise warm, and should assist parents in finding other ways to manage children's behaviors.}, Doi = {10.1080/15374416.2014.893518}, Key = {fds317255} } @book{fds184138, Author = {Coleman, D.L. and Bradley, K.W. and Dodge, K.A.}, Title = {Corporal Punishment: A Special Symposium Issue}, Journal = {Law and Contemporary Problems}, Volume = {73}, Year = {2010}, Key = {fds184138} } @article{fds342712, Author = {Duell, N and Steinberg, L and Icenogle, G and Chein, J and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Tirado, LMU and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L}, Title = {Correction to: Age Patterns in Risk Taking Across the World.}, Journal = {Journal of youth and adolescence}, Volume = {48}, Number = {4}, Pages = {835-836}, Year = {2019}, Month = {April}, url = {http://dx.doi.org/10.1007/s10964-019-00999-z}, Abstract = {In the original publication, the legends for Figs 4 and 5 were incorrect, such that each regression line was mislabeled with the incorrect country. Below are the correctly labeled countries. The authors apologize for any confusion or misinformation this error may have caused.}, Doi = {10.1007/s10964-019-00999-z}, Key = {fds342712} } @article{fds359864, Author = {Rothenberg, WA and Ali, S and Rohner, RP and Lansford, JE and Britner, PA and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K}, Title = {Correction to: Effects of Parental Acceptance-Rejection on Children’s Internalizing and Externalizing Behaviors: A Longitudinal, Multicultural Study (Journal of Child and Family Studies, (2022), 31, 1, (29-47), 10.1007/s10826-021-02072-5)}, Journal = {Journal of Child and Family Studies}, Volume = {31}, Number = {1}, Pages = {335}, Year = {2022}, Month = {January}, url = {http://dx.doi.org/10.1007/s10826-021-02152-6}, Abstract = {for author Sumbleen Ali should have been. “The State University of New York College at Oneonta, Oneonta, USA” and “University of Connecticut, Storrs, USA”; authors Ronald P. Rohner and Preston A. Britner “University of Connecticut, Storrs, USA”. The original article has been corrected.}, Doi = {10.1007/s10826-021-02152-6}, Key = {fds359864} } @article{fds271977, Author = {Dodge, KA}, Title = {Cost-effectiveness of psychotherapy for child aggression: First, is there effectiveness? Comment on Shechtman and Ben-David (1999)}, Journal = {Group Dynamics}, Volume = {3}, Number = {4}, Pages = {275-278}, Publisher = {American Psychological Association (APA)}, Year = {1999}, Month = {December}, ISSN = {1089-2699}, url = {http://dx.doi.org/10.1037/1089-2699.3.4.275}, Abstract = {Prevention programs and interventions to reduce aggression in children can be evaluated in terms of costs of treatment versus long-term economic and social benefits. The group psychotherapy approach by Shechtman and Ben-David is quite brief and seems to demonstrate short-term reductions in aggressive behavior. If effective, this approach could be cost-beneficial. But its enduring efficacy is unclear, and the potential iatrogenic effects of placing aggressive children with other aggressive children make this approach risky. Copyright 1999 by the Educational Publishing Foundation.}, Doi = {10.1037/1089-2699.3.4.275}, Key = {fds271977} } @article{fds272176, Author = {Dodge, KA}, Title = {Cost-Effectiveness of Psychotherapy for Child Agression: First is There Effectiveness?}, Journal = {Group Dynamics: Theory, Research, and Practice}, Volume = {3}, Pages = {1-4}, Year = {1999}, url = {http://dx.doi.org/10.1037/1089-2699.3.4.275}, Doi = {10.1037/1089-2699.3.4.275}, Key = {fds272176} } @article{fds271918, Author = {Kokko, K and Simonton, S and Dubow, E and Lansford, JE and Olson, SL and Huesmann, LR and Boxer, P and Pulkkinen, L and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Country, sex, and parent occupational status: moderators of the continuity of aggression from childhood to adulthood.}, Journal = {Aggressive behavior}, Volume = {40}, Number = {6}, Pages = {552-567}, Year = {2014}, Month = {November}, ISSN = {0096-140X}, url = {http://dx.doi.org/10.1002/ab.21546}, Abstract = {Using data from two American and one Finnish long-term longitudinal studies, we examined continuity of general aggression from age 8 to physical aggression in early adulthood (age 21-30) and whether continuity of aggression differed by country, sex, and parent occupational status. In all samples, childhood aggression was assessed via peer nominations and early adulthood aggression via self-reports. Multi-group structural equation models revealed significant continuity in aggression in the American samples but not in the Finnish sample. These relations did not differ by sex but did differ by parent occupational status: whereas there was no significant continuity among American children from professional family-of-origin backgrounds, there was significant continuity among American children from non-professional backgrounds.}, Doi = {10.1002/ab.21546}, Key = {fds271918} } @article{fds272062, Author = {Daro, D and Dodge, KA}, Title = {Creating community responsibility for child protection: possibilities and challenges.}, Journal = {The Future of children}, Volume = {19}, Number = {2}, Pages = {67-93}, Year = {2009}, Month = {January}, ISSN = {1054-8289}, url = {http://dx.doi.org/10.1353/foc.0.0030}, Abstract = {Deborah Daro and Kenneth Dodge observe that efforts to prevent child abuse have historically focused on directly improving the skills of parents who are at risk for or engaged in maltreatment. But, as experts increasingly recognize that negative forces within a community can overwhelm even well-intentioned parents, attention is shifting toward creating environments that facilitate a parent's ability to do the right thing. The most sophisticated and widely used community prevention programs, say Daro and Dodge, emphasize the reciprocal interplay between individual-family behavior and broader neighborhood, community, and cultural contexts. The authors examine five different community prevention efforts, summarizing for each both the theory of change and the empirical evidence concerning its efficacy. Each program aims to enhance community capacity by expanding formal and informal resources and establishing a normative cultural context capable of fostering collective responsibility for positive child development. Over the past ten years, researchers have explored how neighborhoods influence child development and support parenting. Scholars are still searching for agreement on the most salient contextual factors and on how to manipulate these factors to increase the likelihood parents will seek out, find, and effectively use necessary and appropriate support. The current evidence base for community child abuse prevention, observe Daro and Dodge, offers both encouragement and reason for caution. Although theory and empirical research suggest that intervention at the neighborhood level is likely to prevent child maltreatment, designing and implementing a high-quality, multifaceted community prevention initiative is expensive. Policy makers must consider the trade-offs in investing in strategies to alter community context and those that expand services for known high-risk individuals. The authors conclude that if the concept of community prevention is to move beyond the isolated examples examined in their article, additional conceptual and empirical work is needed to garner support from public institutions, community-based stakeholders, and local residents.}, Doi = {10.1353/foc.0.0030}, Key = {fds272062} } @article{fds359938, Author = {Rothenberg, WA and Lansford, JE and Bornstein, MH and Uribe Tirado, LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L}, Title = {Cross-Cultural Associations of Four Parenting Behaviors With Child Flourishing: Examining Cultural Specificity and Commonality in Cultural Normativeness and Intergenerational Transmission Processes.}, Journal = {Child development}, Volume = {92}, Number = {6}, Pages = {e1138-e1153}, Year = {2021}, Month = {November}, url = {http://dx.doi.org/10.1111/cdev.13634}, Abstract = {Families from nine countries (N = 1,338) were interviewed annually seven times (M<sub>age</sub> child = 7-15) to test specificity and commonality in parenting behaviors associated with child flourishing and moderation of associations by normativeness of parenting. Participants included 1,338 children (M = 8.59 years, SD = 0.68, range = 7-11 years; 50% girls), their mothers (N = 1,283, M = 37.04 years, SD = 6.51, range = 19-70 years), and their fathers (N = 1,170, M = 40.19 years, SD = 6.75, range = 22-76 years) at Wave 1 of 7 annual waves collected between 2008 and 2017. Families were recruited from 12 ethnocultural groups in nine countries including: Shanghai, China (n = 123); Medellín, Colombia (n = 108); Naples (n = 102) and Rome (n = 111), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan & Vänersborg, Sweden (n = 129); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 110 White, n = 102 Black, n = 99 Latinx). Intergenerational parenting (parenting passed from Generation 1 to Generation 2) demonstrated specificity. Children from cultures with above-average G2 parent warmth experienced the most benefit from the intergenerational transmission of warmth, whereas children from cultures with below-average G2 hostility, neglect, and rejection were best protected from deleterious intergenerational effects of parenting behaviors on flourishing. Single-generation parenting (Generation 2 parenting directly associated with Generation 3 flourishing) demonstrated commonality. Parent warmth promoted, and parent hostility, neglect, and rejection impeded the development of child flourishing largely regardless of parenting norms.}, Doi = {10.1111/cdev.13634}, Key = {fds359938} } @article{fds349321, Author = {Rothenberg, WA and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM}, Title = {Cross-cultural effects of parent warmth and control on aggression and rule-breaking from ages 8 to 13.}, Journal = {Aggressive behavior}, Volume = {46}, Number = {4}, Pages = {327-340}, Year = {2020}, Month = {July}, url = {http://dx.doi.org/10.1002/ab.21892}, Abstract = {We investigated whether bidirectional associations between parental warmth and behavioral control and child aggression and rule-breaking behavior emerged in 12 cultural groups. Study participants included 1,298 children (M = 8.29 years, standard deviation [SD] = 0.66, 51% girls) from Shanghai, China (n = 121); Medellín, Colombia (n = 108); Naples (n = 100) and Rome (n = 103), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan/Vänersborg, Sweden (n = 101); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 111 White, n = 103 Black, n = 97 Latino) followed over 5 years (i.e., ages 8-13). Warmth and control were measured using the Parental Acceptance-Rejection/Control Questionnaire, child aggression and rule-breaking were measured using the Achenbach System of Empirically-Based Assessment. Multiple-group structural equation modeling was conducted. Associations between parent warmth and subsequent rule-breaking behavior were found to be more common across ontogeny and demonstrate greater variability across different cultures than associations between warmth and subsequent aggressive behavior. In contrast, the evocative effects of child aggressive behavior on subsequent parent warmth and behavioral control were more common, especially before age 10, than those of rule-breaking behavior. Considering the type of externalizing behavior, developmental time point, and cultural context is essential to understanding how parenting and child behavior reciprocally affect one another.}, Doi = {10.1002/ab.21892}, Key = {fds349321} } @article{fds348884, Author = {Kapetanovic, S and Rothenberg, WA and Lansford, JE and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D}, Title = {Cross-Cultural Examination of Links between Parent-Adolescent Communication and Adolescent Psychological Problems in 12 Cultural Groups.}, Journal = {Journal of youth and adolescence}, Volume = {49}, Number = {6}, Pages = {1225-1244}, Year = {2020}, Month = {June}, url = {http://dx.doi.org/10.1007/s10964-020-01212-2}, Abstract = {Internalizing and externalizing problems increase during adolescence. However, these problems may be mitigated by adequate parenting, including effective parent-adolescent communication. The ways in which parent-driven (i.e., parent behavior control and solicitation) and adolescent-driven (i.e., disclosure and secrecy) communication efforts are linked to adolescent psychological problems universally and cross-culturally is a question that needs more empirical investigation. The current study used a sample of 1087 adolescents (M = 13.19 years, SD = 0.90, 50% girls) from 12 cultural groups in nine countries including China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States to test the cultural moderation of links between parent solicitation, parent behavior control, adolescent disclosure, and adolescent secrecy with adolescent internalizing and externalizing problems. The results indicate that adolescent-driven communication, and secrecy in particular, is intertwined with adolescents' externalizing problems across all cultures, and intertwined with internalizing problems in specific cultural contexts. Moreover, parent-driven communication efforts were predicted by adolescent disclosure in all cultures. Overall, the findings suggest that adolescent-driven communication efforts, and adolescent secrecy in particular, are important predictors of adolescent psychological problems as well as facilitators of parent-adolescent communication.}, Doi = {10.1007/s10964-020-01212-2}, Key = {fds348884} } @misc{fds355530, Author = {Skinner, A and Sorbring, E and Gurdal, S and Lansford, JE and Bornstein, MH and Chang, L and Deater-Deckard, K and DiGunta, L and Dodge, K and Malone, P and Oburu, P and Pastorelli, C and Steinberg, L and Tapanaya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Baccini, D and Bombi, AS}, Title = {Cross-national collaboration in the study of parenting and child adjustment.}, Pages = {1-19}, Booktitle = {Child-rearing: Practices, Attitudes and Cultural Differences}, Editor = {Egloff, G}, Year = {2017}, Month = {October}, Key = {fds355530} } @article{fds272194, Author = {Dodge, KA and Tomlin, A}, Title = {Cue utilization as a mechanism of attributional bias in aggressive children}, Journal = {Social Cognition}, Volume = {5}, Pages = {280-300}, Year = {1987}, Key = {fds272194} } @misc{fds271906, Author = {Deater-Deckard, K and Dodge, KA and Sorbring, E}, Title = {Cultural differences in the effects of physical punishment}, Pages = {204-226}, Booktitle = {Ethnicity and Causal Mechanisms}, Publisher = {Cambridge University Press}, Editor = {M. Rutter and M. Tienda}, Year = {2004}, Month = {January}, ISBN = {9780521849937}, url = {http://dx.doi.org/10.1017/CBO9781139140348.010}, Abstract = {The predictors of violence and delinquency in childhood and adolescence include attributes of the child (e.g., temperament, intelligence), the home environment (e.g., harsh parenting, maltreatment, domestic violence, family size and structure, parent mental illness, and family antisocial activity), the peer group (e.g., deviant peers, peer rejection), and the community (e.g., school and neighborhood factors; Wasserman et al., 2003). These factors correlate with or predict antisocial behavior in multiple ethnic groups (Rowe, Vazsonyi,&Flannery, 1994; Vazsonyi&Flannery, 1997). However, there is one noteworthy ethnic group difference. The customary use of physical punishment is associated with more aggressive behavior problems among European Americans but not among African Americans – although physical abuse predicts behavior problems equally well across these and other ethnic groups. Ascertaining the nature and cause of this ethnic group difference is one of the most pressing questions for research on the development of antisocial behavior (Farrington, Loeber,&Stouthamer-Loeber, 2003). By conducting cross-cultural research, researchers can utilize the discovery of an ethnic group difference to test competing hypotheses about causal mechanisms (Rutter, this volume). In the current chapter, we consider whether the mechanisms linking harsh parenting and children's aggressive behavior problems generalize beyond middle-class Caucasians. Researchers often assume that a mechanism is generalizable across human populations, but the assumption is rarely tested. Discovering whether physical discipline and abuse are universal risk factors for the development of aggressive behavior problems has implications for theory as well as applications in prevention, intervention, and social policy.}, Doi = {10.1017/CBO9781139140348.010}, Key = {fds271906} } @article{fds272081, Author = {Lansford, JE and Dodge, KA}, Title = {Cultural Norms for Adult Corporal Punishment of Children and Societal Rates of Endorsement and Use of Violence.}, Journal = {Parenting, science and practice}, Volume = {8}, Number = {3}, Pages = {257-270}, Year = {2008}, Month = {July}, ISSN = {1529-5192}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19898651}, Abstract = {OBJECTIVE: To test the hypothesis that societal rates of corporal punishment of children predict societal levels of violence, using "culture" as the unit of analysis. DESIGN: Data were retrieved from the Standard Cross-Cultural Sample of anthropological records, which includes 186 cultural groups, to represent the world's 200 provinces based on diversity of language, economy, political organization, descent, and historical time. Independent coders rated the frequency and harshness of corporal punishment of children, inculcation of aggression in children, warfare, interpersonal violence among adults, and demographic, socioeconomic, and parenting covariates. RESULTS: More frequent use of corporal punishment was related to higher rates of inculcation of aggression in children, warfare, and interpersonal violence. These relations held for inculcation of aggression in children and warfare after controlling for demographic, socioeconomic, and parenting confounds. CONCLUSION: More frequent use of corporal punishment is related to higher prevalence of violence and endorsement of violence at a societal level. The findings are consistent with theories that adult violence becomes more prevalent in contexts in which corporal punishment is frequent, that the use of corporal punishment increases the probability that children will engage in violent behaviors during adulthood, and that violence in one social domain tends to influence behavior in other domains. If corporal punishment leads to higher levels of societal violence, then reducing parents' use of corporal punishment should lead to reductions in societal violence manifested in other ways.}, Doi = {10.1080/15295190802204843}, Key = {fds272081} } @article{fds361177, Author = {Lansford, JE and Zietz, S and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Uribe Tirado, LM and Yotanyamaneewong, S and Alampay, LP}, Title = {Culture and Social Change in Mothers' and Fathers' Individualism, Collectivism and Parenting Attitudes.}, Journal = {Social sciences}, Volume = {10}, Number = {12}, Pages = {459}, Year = {2021}, Month = {December}, url = {http://dx.doi.org/10.3390/socsci10120459}, Abstract = {Cultures and families are not static over time but evolve in response to social transformations, such as changing gender roles, urbanization, globalization, and technology uptake. Historically, individualism and collectivism have been widely used heuristics guiding cross-cultural comparisons, yet these orientations may evolve over time, and individuals within cultures and cultures themselves can have both individualist and collectivist orientations. Historical shifts in parents' attitudes also have occurred within families in several cultures. As a way of understanding mothers' and fathers' individualism, collectivism, and parenting attitudes at this point in history, we examined parents in nine countries that varied widely in country-level individualism rankings. Data included mothers' and fathers' reports (<i>N</i> = 1338 families) at three time points in China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States. More variance was accounted for by within-culture than between-culture factors for parents' individualism, collectivism, progressive parenting attitudes, and authoritarian parenting attitudes, which were predicted by a range of sociodemographic factors that were largely similar for mothers and fathers and across cultural groups. Social changes from the 20th to the 21st century may have contributed to some of the similarities between mothers and fathers and across the nine countries.}, Doi = {10.3390/socsci10120459}, Key = {fds361177} } @article{fds362429, Author = {Yazgan, I and Hanson, JL and Bates, JE and Lansford, JE and Pettit, GS and Dodge, KA}, Title = {Cumulative early childhood adversity and later antisocial behavior: The mediating role of passive avoidance - ERRATUM.}, Journal = {Development and psychopathology}, Volume = {34}, Number = {3}, Pages = {1203}, Year = {2022}, Month = {August}, url = {http://dx.doi.org/10.1017/s0954579422000086}, Doi = {10.1017/s0954579422000086}, Key = {fds362429} } @article{fds348944, Author = {Yazgan, I and Hanson, JL and Bates, JE and Lansford, JE and Pettit, GS and Dodge, KA}, Title = {Cumulative early childhood adversity and later antisocial behavior: The mediating role of passive avoidance.}, Journal = {Development and psychopathology}, Volume = {33}, Number = {1}, Pages = {340-350}, Year = {2021}, Month = {February}, url = {http://dx.doi.org/10.1017/s0954579419001809}, Abstract = {Twenty-six percent of children experience a traumatic event by the age of 4. Negative events during childhood have deleterious correlates later in life, including antisocial behavior. However, the mechanisms that play into this relation are unclear. We explored deficits in neurocognitive functioning, specifically problems in passive avoidance, a construct with elements of inhibitory control and learning as a potential acquired mediator for the pathway between cumulative early childhood adversity from birth to age 7 and later antisocial behavior through age 18, using prospective longitudinal data from 585 participants. Path analyses showed that cumulative early childhood adversity predicted impaired passive avoidance during adolescence and increased antisocial behavior during late adolescence. Furthermore, poor neurocognition, namely, passive avoidance, predicted later antisocial behavior and significantly mediated the relation between cumulative early childhood adversity and later antisocial behavior. This research has implications for understanding the development of later antisocial behavior and points to a potential target for neurocognitive intervention within the pathway from cumulative early childhood adversity to later antisocial behavior.}, Doi = {10.1017/s0954579419001809}, Key = {fds348944} } @article{fds272158, Author = {Colwell, MJ and Pettit, GS and Meece, D and Bates, JE and Dodge, KA}, Title = {Cumulative Risk and Continuity in Nonparental Care from Infancy to Early Adolescence.}, Journal = {Merrill-Palmer quarterly (Wayne State University. Press)}, Volume = {47}, Number = {2}, Pages = {207-234}, Year = {2001}, Month = {April}, url = {http://dx.doi.org/10.1353/mpq.2001.0009}, Abstract = {Variations in amounts of nonparental care across infancy, preschool, early elementary school, and early adolescence were examined in a longitudinal sample (N = 438). Of interest was (a) continuity in use of the different arrangements, (b) whether the arrangements were additively and cumulatively associated with children's externalizing behavior problems, and (c) whether predictive relations were accounted for by social-ecological (socioeconomic status, mothers' employment status, marital status) and social-experiential (parenting quality, exposure to aggressive peers) factors. Correlations among overall amounts of care provided little evidence of cross-time continuity. Consistent with the cumulative risk perspective, Grade 1 self-care and Grade 6 unsupervised peer contact incrementally predicted Grade 6 externalizing problems. Most of the predictive associations were accounted for by family background and social relationship factors.}, Doi = {10.1353/mpq.2001.0009}, Key = {fds272158} } @article{fds271899, Author = {Hanson, JL and Albert, WD and Iselin, AR and Carré, JM and Dodge, KA and Hariri, AR}, Title = {Cumulative Stress In Childhood is Associated with Blunted Reward-Related Brain Activity In Adulthood}, Journal = {Social Cognitive and Affective Neuroscience}, Volume = {11}, Number = {3}, Pages = {405-412}, Year = {2015}, Month = {October}, ISSN = {1749-5016}, url = {http://hdl.handle.net/10161/10777 Duke open access}, Abstract = {Early life stress (ELS) is strongly associated with negative outcomes in adulthood, including reduced motivation and increased negative mood. The mechanisms mediating these relations, however, are poorly understood. We examined the relation between exposure to ELS and reward-related brain activity, which is known to predict motivation and mood, at age 26, in a sample followed since kindergarten with annual assessments. Using functional neuroimaging, we assayed individual differences in the activity of the ventral striatum (VS) during the processing of monetary rewards associated with a simple card-guessing task, in a sample of 72 male participants. We examined associations between a cumulative measure of ELS exposure and VS activity in adulthood. We found that greater levels of cumulative stress during childhood and adolescence predicted lower reward-related VS activity in adulthood. Extending this general developmental pattern, we found that exposure to stress early in development (between kindergarten and grade 3) was significantly associated with variability in adult VS activity. Our results provide an important demonstration that cumulative life stress, especially during this childhood period, is associated with blunted reward-related VS activity in adulthood. These differences suggest neurobiological pathways through which a history of ELS may contribute to reduced motivation and increased negative mood.}, Doi = {10.1093/scan/nsv124}, Key = {fds271899} } @book{fds184137, Author = {K.A. Dodge}, Title = {Current directions in child psychopathology}, Publisher = {Allyn & Bacon}, Address = {Boston, MA}, Year = {2010}, url = {http://www.pearsonhighered.com/bookseller/product/Current-Directions-in-Child-Psychopathology-for-Abnormal-Psychology/9780205680139.page}, Key = {fds184137} } @article{fds271943, Author = {Olson, SL and Sameroff, AJ and Davis Kean and P and Lansford, JE and Sexton, H and Bates, JE and Pettit, GS and Dodge, KA}, Title = {Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention and emotion dysregulation between school entry and early adolescence}, Journal = {Development and Psychopathology}, Volume = {25}, Number = {3}, Pages = {817-842}, Year = {2012}, url = {http://dx.doi.org/10.1017/s0954579413000199}, Abstract = {The purpose of this study was to determine whether five subcomponents of children's externalizing behavior showed distinctive patterns of long-term growth and predictive correlates. We examined growth in teachers' ratings of overt aggression, covert aggression, oppositional defiance, impulsivity/inattention, and emotion dysregulation across three developmental periods spanning kindergarten through Grade 8 (ages 5-13 years). We also determined whether three salient background characteristics, family socioeconomic status, child ethnicity, and child gender, differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 543 kindergarten-age children (52% male, 81% European American, 17% African American) whose problem behaviors were rated by teachers each successive year of development through Grade 8. Latent growth curve analyses were performed for each component scale, contrasting with overall externalizing, in a piecewise fashion encompassing three developmental periods: kindergarten-Grade 2, Grades 3-5, and Grades 6-8. We found that most subconstructs of externalizing behavior increased significantly across the early school age period relative to middle childhood and early adolescence. However, overt aggression did not show early positive growth, and emotion dysregulation significantly increased across middle childhood. Advantages of using subscales were most clear in relation to illustrating different growth functions between the discrete developmental periods. Moreover, growth in some discrete subcomponents was differentially associated with variations in family socioeconomic status and ethnicity. Our findings strongly affirmed the necessity of adopting a developmental approach to the analysis of growth in children's externalizing behavior and provided unique data concerning similarities and differences in growth between subconstructs of child and adolescent externalizing behavior.}, Doi = {10.1017/s0954579413000199}, Key = {fds271943} } @article{fds272118, Author = {Nix, and L, R and Pinderhughes, and E, E and Bierman, and L, K and Maples, and J, J and Group, TCPPR}, Title = {Decoupling the relation between risk factors for conduct problems and the receipt of intervention services: Participation across multiple components of a prevention program}, Journal = {Journal of Community Psychology}, Volume = {36}, Number = {3-4}, Pages = {307-325}, Year = {2005}, ISSN = {0091-0562}, url = {http://dx.doi.org/10.1007/s10464-005-8628-9}, Abstract = {This study examined whether the link between risk factors for conduct problems and low rates of participation in mental health treatment could be decoupled through the provision of integrated prevention services in multiple easily-accessible contexts. It included 445 families of first-grade children (55% minority), living in four diverse communities, and selected for early signs of conduct problems. Results indicated that, under the right circumstances, these children and families could be enticed to participate at high rates in school-based services, therapeutic groups, and home visits. Because different sets of risk factors were related to different profiles of participation across the components of the prevention program, findings highlight the need to offer services in multiple contexts to reach all children and families who might benefit from them.}, Doi = {10.1007/s10464-005-8628-9}, Key = {fds272118} } @article{fds272111, Author = {Vitale, JE and Newman, JP and Bates, JE and Goodnight, J and Dodge, KA and Pettit, GS}, Title = {Deficient behavioral inhibition and anomalous selective attention in a community sample of adolescents with psychopathic traits and low-anxiety traits.}, Journal = {Journal of abnormal child psychology}, Volume = {33}, Number = {4}, Pages = {461-470}, Year = {2005}, Month = {August}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/s10802-005-5727-x}, Abstract = {Socialization is the important process by which individuals learn and then effectively apply the rules of appropriate societal behavior. Response modulation is a psychobiological process theorized to aid in socialization by allowing individuals to utilize contextual information to modify ongoing behavior appropriately. Using Hare's (1991) Psychopathy Checklist and the Welsh (1956) anxiety scale, researchers have identified a relatively specific form of a response modulation deficit in low-anxious, Caucasian psychopaths. Preliminary evidence suggests that the Antisocial Process Screening Device (APSD; Frick & Hare, 2001) may be used to identify children with a similar vulnerability. Using a representative community sample of 308 16-year-olds from the Child Development Project (Dodge, Bates, & Pettit, 1990), we tested and corroborated the hypotheses that participants with relatively low anxiety and high APSD scores would display poorer passive avoidance learning and less interference on a spatially separated, picture-word Stroop task than controls. Consistent with hypotheses, the expected group differences in picture-word Stroop interference were found with male and female participants, whereas predicted differences in passive avoidance were specific to male participants. To the extent that response modulation deficits contributing to poor socialization among psychopathic adult offenders also characterize a subgroup of adolescents with mild conduct problems, clarification of the developmental processes that moderate the expression of this vulnerability could inform early interventions.}, Doi = {10.1007/s10802-005-5727-x}, Key = {fds272111} } @article{fds271914, Author = {Petersen, IT and Bates, JE and Dodge, KA and Lansford, JE and Pettit, GS}, Title = {Describing and predicting developmental profiles of externalizing problems from childhood to adulthood.}, Journal = {Development and psychopathology}, Volume = {27}, Number = {3}, Pages = {791-818}, Year = {2015}, Month = {August}, ISSN = {0954-5794}, url = {http://dx.doi.org/10.1017/s0954579414000789}, Abstract = {This longitudinal study considers externalizing behavior problems from ages 5 to 27 (N = 585). Externalizing problem ratings by mothers, fathers, teachers, peers, and self-report were modeled with growth curves. Risk and protective factors across many different domains and time frames were included as predictors of the trajectories. A major contribution of the study is in demonstrating how heterotypic continuity and changing measures can be handled in modeling changes in externalizing behavior over long developmental periods. On average, externalizing problems decreased from early childhood to preadolescence, increased during adolescence, and decreased from late adolescence to adulthood. There was strong nonlinear continuity in externalizing problems over time. Family process, peer process, stress, and individual characteristics predicted externalizing problems beyond the strong continuity of externalizing problems. The model accounted for 70% of the variability in the development of externalizing problems. The model's predicted values showed moderate sensitivity and specificity in prediction of arrests, illegal drug use, and drunk driving. Overall, the study showed that by using changing, developmentally relevant measures and simultaneously taking into account numerous characteristics of children and their living situations, research can model lengthy spans of development and improve predictions of the development of later, severe externalizing problems.}, Doi = {10.1017/s0954579414000789}, Key = {fds271914} } @article{fds272024, Author = {Kupersmidt, JB and Stelter, R and Dodge, KA}, Title = {Development and validation of the social information processing application: a Web-based measure of social information processing patterns in elementary school-age boys.}, Journal = {Psychological assessment}, Volume = {23}, Number = {4}, Pages = {834-847}, Year = {2011}, Month = {December}, url = {http://www.ncbi.nlm.nih.gov/pubmed/21534693}, Abstract = {The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in 3rd through 5th grades. This study included a racially and ethnically diverse sample of 244 boys ages 8 through 12 (M = 9.4) from public elementary schools in 3 states. The SIP-AP includes 8 videotaped vignettes, filmed from the first-person perspective, that depict common misunderstandings among boys. Each vignette shows a negative outcome for the victim and ambiguous intent on the part of the perpetrator. Boys responded to 16 Web-based questions representing the 5 social information processing mechanisms, after viewing each vignette. Parents and teachers completed measures assessing boys' antisocial behavior. Confirmatory factor analyses revealed that a model positing the original 5 cognitive mechanisms fit the data well when the items representing prosocial cognitions were included on their own factor, creating a 6th factor. The internal consistencies for each of the 16 individual cognitions as well as for the 6 cognitive mechanism scales were excellent. Boys with elevated scores on 5 of the 6 cognitive mechanisms exhibited more antisocial behavior than boys whose scores were not elevated. These findings highlight the need for further research on the measurement of prosocial cognitions or cognitive strengths in boys in addition to assessing cognitive deficits. Findings suggest that the SIP-AP is a reliable and valid tool for use in future research of social information processing skills in boys.}, Doi = {10.1037/a0023621}, Key = {fds272024} } @article{fds356108, Author = {Lansford, JE and Goulter, N and Godwin, J and Crowley, M and McMahon, RJ and Bates, JE and Pettit, GS and Greenberg, M and Lochman, JE and Dodge, KA}, Title = {Development of individuals' own and perceptions of peers' substance use from early adolescence to adulthood.}, Journal = {Addictive behaviors}, Volume = {120}, Pages = {106958}, Year = {2021}, Month = {September}, url = {http://dx.doi.org/10.1016/j.addbeh.2021.106958}, Abstract = {This study evaluated how individuals' own substance use and their perception of peers' substance use predict each other across development from early adolescence to middle adulthood. Participants were from two longitudinal studies: Fast Track (FT; N = 463) and Child Development Project (CDP; N = 585). Participants reported on their own and peers' substance use during early and middle adolescence and early adulthood, and their own substance use in middle adulthood. From adolescence to early adulthood, individuals' reports of their own substance use in a given developmental period predicted reports of their peers' substance use in the next developmental period more than peers' substance use in a given developmental period predicted individuals' own substance use in the next. In the higher-risk FT sample, individuals' own substance use in early adulthood predicted alcohol, cannabis, and other substance use in middle adulthood, and peers' substance use in early adulthood predicted cannabis use in middle adulthood. In the lower-risk CDP sample, participants' own substance use in early adulthood predicted only their own cannabis use in middle adulthood, whereas peers' substance use in early adulthood predicted participants' alcohol, cannabis, opioid, and other substance use in middle adulthood. The findings suggest that peer substance use in early adulthood may indicate a greater propensity for subsequent substance use in lower-risk groups, whereas those in higher-risk groups may remain more stable in substance use, with less variability explained by peer contexts.}, Doi = {10.1016/j.addbeh.2021.106958}, Key = {fds356108} } @article{fds330823, Author = {Petersen, IT and Lindhiem, O and LeBeau, B and Bates, JE and Pettit, GS and Lansford, JE and Dodge, KA}, Title = {Development of internalizing problems from adolescence to emerging adulthood: Accounting for heterotypic continuity with vertical scaling.}, Journal = {Developmental psychology}, Volume = {54}, Number = {3}, Pages = {586-599}, Year = {2018}, Month = {March}, url = {http://dx.doi.org/10.1037/dev0000449}, Abstract = {Manifestations of internalizing problems, such as specific symptoms of anxiety and depression, can change across development, even if individuals show strong continuity in rank-order levels of internalizing problems. This illustrates the concept of heterotypic continuity, and raises the question of whether common measures might be construct-valid for one age but not another. This study examines mean-level changes in internalizing problems across a long span of development at the same time as accounting for heterotypic continuity by using age-appropriate, changing measures. Internalizing problems from age 14-24 were studied longitudinally in a community sample (N = 585), using Achenbach's Youth Self-Report (YSR) and Young Adult Self-Report (YASR). Heterotypic continuity was evaluated with an item response theory (IRT) approach to vertical scaling, linking different measures over time to be on the same scale, as well as with a Thurstone scaling approach. With vertical scaling, internalizing problems peaked in mid-to-late adolescence and showed a group-level decrease from adolescence to early adulthood, a change that would not have been seen with the approach of using only age-common items. Individuals' trajectories were sometimes different than would have been seen with the common-items approach. Findings support the importance of considering heterotypic continuity when examining development and vertical scaling to account for heterotypic continuity with changing measures. (PsycINFO Database Record}, Doi = {10.1037/dev0000449}, Key = {fds330823} } @article{fds375375, Author = {Lansford, JE and Kerry, N and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Oburu, P and Pastorelli, C and Rothenberg, WA and Skinner, AT and Sorbring, E and Steinberg, L and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP}, Title = {Development of Primal World Beliefs}, Journal = {Human Development}, Pages = {1-10}, Publisher = {S. Karger AG}, Year = {2023}, Month = {November}, url = {http://dx.doi.org/10.1159/000534964}, Abstract = {<jats:p>Primal world beliefs (“primals”) capture individuals’ basic understanding of what sort of world this is. How do children develop beliefs about the nature of the world? Is the world a good place? Safe or dangerous? Enticing or dull? Primals were initially introduced in social and personality psychology to understand beliefs about the world as a whole that may influence well-being and personality. This article introduces the concept of primals to developmental scientists and reviews preliminary research examining how primals relate to sociodemographic and well-being indicators. The article then situates the concept of primals in some classic developmental theories to illustrate testable hypotheses these theories suggest regarding how primals develop. Understanding how individuals develop basic beliefs about the nature of the world deepens insights into the human experience, including how malleable these beliefs might be and how they may be influenced by, and in turn influence, other domains of development. </jats:p>}, Doi = {10.1159/000534964}, Key = {fds375375} } @article{fds272047, Author = {Fontaine, RG and Yang, C and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Development of response evaluation and decision (RED) and antisocial behavior in childhood and adolescence}, Journal = {Developmental Psychology}, Volume = {38}, Pages = {615-626}, Year = {2010}, url = {http://dx.doi.org/10.1037/a0014142}, Doi = {10.1037/a0014142}, Key = {fds272047} } @article{fds272058, Author = {Fontaine, RG and Yang, C and Dodge, KA and Pettis, GS and Bates, JE}, Title = {Development of response evaluation and decision (RED) and antisocial behavior in childhood and adolescence}, Journal = {Developmental Psychology}, Volume = {45}, Number = {2}, Pages = {447-459}, Year = {2009}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037/a0014142}, Abstract = {Using longitudinal data on 585 youths (48% female; 17% African American, 2% other ethnic minority), the authors examined the development of social response evaluation and decision (RED) across childhood (Study 1; kindergarten through Grade 3) and adolescence (Study 2; Grades 8 and 11). Participants completed hypothetical-vignette-based RED assessments, and their antisocial behaviors were measured by multiple raters. Structural equation modeling and linear growth analyses indicated that children differentiate alternative responses by Grade 3, but these RED responses were not consistently related to antisocial behavior. Adolescent analyses provided support for a model of multiple evaluative domains of RED and showed strong relations between aggressive response evaluations, nonaggressive response evaluations, and antisocial behavior. Findings indicate that RED becomes more differential (or specific to response style) and is increasingly related to youths' antisocial conduct across development.}, Doi = {10.1037/a0014142}, Key = {fds272058} } @article{fds272041, Author = {Lansford, JE and Malone, PS and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood.}, Journal = {Development and psychopathology}, Volume = {22}, Number = {3}, Pages = {593-602}, Year = {2010}, Month = {August}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20576181}, Abstract = {This study tested a developmental cascade model of peer rejection, social information processing (SIP), and aggression using data from 585 children assessed at 12 time points from kindergarten through Grade 3. Peer rejection had direct effects on subsequent SIP problems and aggression. SIP had direct effects on subsequent peer rejection and aggression. Aggression had direct effects on subsequent peer rejection. Each construct also had indirect effects on each of the other constructs. These findings advance the literature beyond a simple mediation approach by demonstrating how each construct effects changes in the others in a snowballing cycle over time. The progressions of SIP problems and aggression cascaded through lower liking, and both better SIP skills and lower aggression facilitated the progress of social preference. Findings are discussed in terms of the dynamic, developmental relations among social environments, cognitions, and behavioral adjustment.}, Doi = {10.1017/s0954579410000301}, Key = {fds272041} } @article{fds362959, Author = {Barry, KR and Hanson, JL and Calma-Birling, D and Lansford, JE and Bates, JE and Dodge, KA}, Title = {Developmental connections between socioeconomic status, self-regulation, and adult externalizing problems.}, Journal = {Developmental science}, Volume = {25}, Number = {6}, Pages = {e13260}, Year = {2022}, Month = {November}, url = {http://dx.doi.org/10.1111/desc.13260}, Abstract = {Children from low socioeconomic status (SES) backgrounds are at particularly heightened risk for developing later externalizing problems. A large body of research has suggested an important role for self-regulation in this developmental linkage. Self-regulation has been conceptualized as a mediator as well as a moderator of these connections. Using data from the Child Development Project (CDP, N = 585), we probe these contrasting (mediating/moderating) conceptualizations, using both Frequentist and Bayesian statistical approaches, in the linkage between early SES and later externalizing problems in a multi-decade longitudinal study. Connecting early SES, physiology (i.e., heart rate reactivity) and inhibitory control (a Stroop task) in adolescence, and externalizing symptomatology in early adulthood, we found the relation between SES and externalizing problems was moderated by multiple facets of self-regulation. Participants from lower early SES backgrounds, who also had high heart rate reactivity and lower inhibitory control, had elevated levels of externalizing problems in adulthood relative to those with low heart rate reactivity and better inhibitory control. Such patterns persisted after controlling for externalizing problems earlier in life. The present results may aid in understanding the combinations of factors that contribute to the development of externalizing psychopathology in economically marginalized youth.}, Doi = {10.1111/desc.13260}, Key = {fds362959} } @article{fds271907, Author = {Albert, D and Belsky, DW and Crowley, DM and Bates, JE and Pettit, GS and Lansford, JE and Dick, D and Dodge, KA}, Title = {Developmental mediation of genetic variation in response to the Fast Track prevention program.}, Journal = {Development and psychopathology}, Volume = {27}, Number = {1}, Pages = {81-95}, Year = {2015}, Month = {February}, ISSN = {0954-5794}, url = {http://dx.doi.org/10.1017/s095457941400131x}, Abstract = {We conducted a developmental analysis of genetic moderation of the effect of the Fast Track intervention on adult externalizing psychopathology. The Fast Track intervention enrolled 891 children at high risk to develop externalizing behavior problems when they were in kindergarten. Half of the enrolled children were randomly assigned to receive 10 years of treatment, with a range of services and resources provided to the children and their families, and the other half to usual care (controls). We previously showed that the effect of the Fast Track intervention on participants' risk of externalizing psychopathology at age 25 years was moderated by a variant in the glucocorticoid receptor gene. Children who carried copies of the A allele of the single nucleotide polymorphism rs10482672 had the highest risk of externalizing psychopathology if they were in the control arm of the trial and the lowest risk of externalizing psychopathology if they were in the treatment arm. In this study, we test a developmental hypothesis about the origins of this for better and for worse Gene × Intervention interaction (G × I): that the observed G × I effect on adult psychopathology is mediated by the proximal impact of intervention on childhood externalizing problems and adolescent substance use and delinquency. We analyzed longitudinal data tracking the 270 European American children in the Fast Track randomized control trial with available genetic information (129 intervention children, 141 control group peers, 69% male) from kindergarten through age 25 years. Results show that the same pattern of for better and for worse susceptibility to intervention observed at the age 25 follow-up was evident already during childhood. At the elementary school follow-ups and at the middle/high school follow-ups, rs10482672 predicted better adjustment among children receiving the Fast Track intervention and worse adjustment among children in the control condition. In turn, these proximal G × I effects early in development mediated the ultimate G × I effect on externalizing psychopathology at age 25 years. We discuss the contribution of these findings to the growing literature on genetic susceptibility to environmental intervention.}, Doi = {10.1017/s095457941400131x}, Key = {fds271907} } @article{fds272219, Author = {Hope, and D, T and Bierman, and L, K and Dodge, TCPPRGKA and member}, Title = {Developmental patterns of home and school behavior in rural and urban settings}, Journal = {Journal of School Psychology}, Volume = {36}, Pages = {45-58}, Year = {1998}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19834584}, Key = {fds272219} } @article{fds272048, Author = {Lansford, JE and Yu, T and Erath, S and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Developmental Precursors of Number of Sexual Partners from Age 16 to 22.}, Journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, Volume = {20}, Number = {3}, Pages = {651-677}, Year = {2010}, Month = {September}, ISSN = {1050-8392}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20823951}, Abstract = {This study examines family and child characteristics, parent and peer relationships, and early adolescent behavior as statistical predictors of trajectories of number of sexual partners from mid-adolescence through early adulthood using data from 527 participants in the Child Development Project. Early adolescent developmental antecedents accounted for modest variance in number of sexual partners. Latent growth models revealed that African American race, more advanced pubertal development, lower parental monitoring knowledge, association with more deviant peers, and lower GPA in early adolescence each predicted having more sexual partners at age 16. In addition, non-African American race, lower child IQ, higher parental monitoring knowledge, and lower early adolescent internalizing problems each was associated with a higher rate of growth in number of sexual partners over time at the ages following 16. Latent growth mixture modeling identified subgroups with distinct trajectories of involvement with sexual partners that were associated with family and child characteristics, parent and peer relationships, and behavior in early adolescence.}, Doi = {10.1111/j.1532-7795.2010.00654.x}, Key = {fds272048} } @misc{fds13007, Author = {Dodge, K.A.}, Title = {Developmental Psychology}, Pages = {1-17}, Booktitle = {Current Diagnosis and Treatment in Psychiatry}, Publisher = {East Norwalk, CT: Appleton & Lange}, Editor = {M. H. Ebert and P.T. Loosen and B. Nurcombe}, Year = {2000}, Key = {fds13007} } @article{fds271968, Author = {Dodge, KA}, Title = {Developmental Psychopathology in Children of Depressed Mothers}, Journal = {Developmental Psychology}, Volume = {26}, Series = {Special section}, Number = {1}, Pages = {3-6}, Publisher = {American Psychological Association (APA)}, Editor = {K.A. Dodge}, Year = {1990}, Month = {January}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037/0012-1649.26.1.3}, Abstract = {It is suggested that the tripartite model by Parke, MacDonald, Beitel, and Bhavnagri (1988) of the ways that parents influence their child's social development might be used to organize the study of abnormal development in children of depressed mothers. Parents influence their child through dyadic interaction, coaching and teaching practices, and managing their child's social environment. Disruption in each of these areas has been associated with parental psychopathology and has been implicated in the development of deviant child outcomes. The components of a theoretical model of developmental psychopathology are outlined, as well as theoretical and methodological problems that have yet to be resolved. Issues of concern include the heterogeneity of maternal diagnoses; distinguishing among genetic, parenting, and environmental effects; matching the level of behavioral analysis with the question being answered; the heterogeneity of child outcomes; age-related effects; bidirectional influences; and the role of paternal psychopathology.}, Doi = {10.1037/0012-1649.26.1.3}, Key = {fds271968} } @article{fds272020, Author = {Laird, RD and Criss, MM and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Developmental Trajectories and Antecedents of Distal Parental Supervision.}, Journal = {The Journal of early adolescence}, Volume = {29}, Number = {2}, Pages = {258-284}, Year = {2009}, Month = {April}, ISSN = {0272-4316}, url = {http://dx.doi.org/10.1177/0272431608320123}, Abstract = {Groups of adolescents were identified on the basis of developmental trajectories of their families' rules and their parents' knowledge of their activities. Characteristics of the adolescent, peer antisociality, and family context were tested as antecedents. In sum, 404 parent-adolescent dyads provided data for adolescents aged 10-16. Most adolescents were classified into groups characterized by low levels and reductions in family rules over time. However, low socioeconomic status and residence in unsafe neighborhoods increased membership in the group characterized by consistently high levels of family rules. Most adolescents were assigned membership in groups characterized by relatively stable moderate-to-high levels of parental knowledge of their activities. However, greater externalizing problems and peer antisociality, as well as residence in an unsafe neighborhood, increased membership in the group characterized by low and decreasing levels of knowledge. Results suggest that personal and contextual risk antecedes nonnormative decreases in parental knowledge, whereas contextual risk inhibits normative reductions in family rules.}, Doi = {10.1177/0272431608320123}, Key = {fds272020} } @article{fds272014, Author = {Miller, S and Malone, PS and Dodge, KA and Conduct Problems Prevention Research Group}, Title = {Developmental trajectories of boys' and girls' delinquency: sex differences and links to later adolescent outcomes.}, Journal = {Journal of abnormal child psychology}, Volume = {38}, Number = {7}, Pages = {1021-1032}, Year = {2010}, Month = {October}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/s10802-010-9430-1}, Abstract = {This study examined gender differences in trajectories of delinquent behaviors over a 6-year period in adolescence and differential outcomes of these diverse developmental pathways. Participants were 754 children who were part of a longitudinal study of the development of early starting conduct problems. Four trajectory patterns were identified across grades 7-12: increasing, desisting, chronic, and nonproblem groups. Although the proportion of boys and girls varied across the pathways, both genders were represented on these trajectories. Boys were more represented on the chronic and desisting trajectories; girls were more represented in the nonproblem group. However, the proportion of boys and girls was similar in the increasing trajectory. Trajectory membership significantly predicted age 19 outcomes for partner violence, risky sexual behavior and depression, and the risk conferred on these negative adjustment outcomes did not vary by gender. The overall pattern was characterized by poor outcomes at age 19 for youth in both the chronic and the increasing trajectories. The major conclusion is that, other than base rate differences, developmental patterns and outcomes for girls mimic those previously found for boys.}, Doi = {10.1007/s10802-010-9430-1}, Key = {fds272014} } @article{fds272140, Author = {Broidy, LM and Nagin, DS and Tremblay, RE and Bates, JE and Brame, B and Dodge, KA and Fergusson, D and Horwood, JL and Loeber, R and Laird, R and Lynam, DR and Moffitt, TE and Pettit, GS and Vitaro, F}, Title = {Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: a six-site, cross-national study.}, Journal = {Developmental psychology}, Volume = {39}, Number = {2}, Pages = {222-245}, Year = {2003}, Month = {March}, url = {http://dx.doi.org/10.1037//0012-1649.39.2.222}, Abstract = {This study used data from 6 sites and 3 countries to examine the developmental course of physical aggression in childhood and to analyze its linkage to violent and nonviolent offending outcomes in adolescence. The results indicate that among boys there is continuity in problem behavior from childhood to adolescence and that such continuity is especially acute when early problem behavior takes the form of physical aggression. Chronic physical aggression during the elementary school years specifically increases the risk for continued physical violence as well as other nonviolent forms of delinquency during adolescence. However, this conclusion is reserved primarily for boys, because the results indicate no clear linkage between childhood physical aggression and adolescent offending among female samples despite notable similarities across male and female samples in the developmental course of physical aggression in childhood.}, Doi = {10.1037//0012-1649.39.2.222}, Key = {fds272140} } @article{fds272125, Author = {Lansford, JE and Malone, PS and Stevens, KI and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Developmental trajectories of externalizing and internalizing behaviors: factors underlying resilience in physically abused children.}, Journal = {Development and psychopathology}, Volume = {18}, Number = {1}, Pages = {35-55}, Year = {2006}, Month = {January}, ISSN = {0954-5794}, url = {http://www.ncbi.nlm.nih.gov/pubmed/16478551}, Abstract = {Using a multisite community sample of 585 children, this study examined how protective and vulnerability factors alter trajectories of teacher-reported externalizing and internalizing behavior from kindergarten through Grade 8 for children who were and were not physically abused during the first 5 years of life. Early lifetime history of physical abuse (11.8% of sample) was determined through interviews with mothers during the prekindergarten period; mothers and children provided data on vulnerability and protective factors. Regardless of whether the child was abused, being African American; being male; having low early social competence, low early socioeconomic status (SES), and low adolescent SES; and experiencing adolescent harsh discipline, low monitoring, and low parental knowledge were related to higher levels of externalizing problems over time. Having low early social competence, low early SES, low adolescent SES, and low proactive parenting were related to higher levels of internalizing problems over time. Furthermore, resilience effects, defined as significant interaction effects, were found for unilateral parental decision making (lower levels are protective of externalizing outcomes for abused children), early stress (lower levels are protective of internalizing outcomes for abused children), adolescent stress (lower levels are protective of internalizing outcomes for abused children), and hostile attributions (higher levels are protective of internalizing outcomes for abused children). The findings provide a great deal of support for an additive or main effect perspective on vulnerability and protective factors and some support for an interactive perspective. It appears that some protective and vulnerability factors do not have stronger effects for physically abused children, but instead are equally beneficial or harmful to children regardless of their abuse status.}, Doi = {10.1017/s0954579406060032}, Key = {fds272125} } @article{fds374184, Author = {Buchanan, CM and Glatz, T and Selçuk, Ş and Skinner, AT and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Tapanya, S and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP}, Title = {Developmental Trajectories of Parental Self-Efficacy as Children Transition to Adolescence in Nine Countries: Latent Growth Curve Analyses.}, Journal = {Journal of youth and adolescence}, Volume = {53}, Number = {5}, Pages = {1047-1065}, Year = {2024}, Month = {May}, url = {http://dx.doi.org/10.1007/s10964-023-01899-z}, Abstract = {Little is known about the developmental trajectories of parental self-efficacy as children transition into adolescence. This study examined parental self-efficacy among mothers and fathers over 3 1/2 years representing this transition, and whether the level and developmental trajectory of parental self-efficacy varied by cultural group. Data were drawn from three waves of the Parenting Across Cultures (PAC) project, a large-scale longitudinal, cross-cultural study, and included 1178 mothers and 1041 fathers of children who averaged 9.72 years of age at T1 (51.2% girls). Parents were from nine countries (12 ethnic/cultural groups), which were categorized into those with a predominant collectivistic (i.e., China, Kenya, Philippines, Thailand, Colombia, and Jordan) or individualistic (i.e., Italy, Sweden, and USA) cultural orientation based on Hofstede's Individualism Index (Hofstede Insights, 2021). Latent growth curve analyses supported the hypothesis that parental self-efficacy would decline as children transition into adolescence only for parents from more individualistic countries; parental self-efficacy increased over the same years among parents from more collectivistic countries. Secondary exploratory analyses showed that some demographic characteristics predicted the level and trajectory of parental self-efficacy differently for parents in more individualistic and more collectivistic countries. Results suggest that declines in parental self-efficacy documented in previous research are culturally influenced.}, Doi = {10.1007/s10964-023-01899-z}, Key = {fds374184} } @article{fds167316, Author = {Lansford, J.E. and Dishion, T.J. and Dodge, K.A.}, Title = {Deviant peer clustering and influence within public school settings: Inadvertent negative outcomes from traditional professional practices}, Booktitle = {Interventions for achievement and behavior in a three-tier model including response to intervention}, Publisher = {National Association for School Psychologists Press}, Address = {Bethesda, MD}, Editor = {Shinn, M.R. and Walker, H.M. and Stoner, G.}, Year = {2009}, Key = {fds167316} } @misc{fds45887, Author = {Dishion, T.J. and Dodge, K.A.}, Title = {Deviant peer contagion in interventions and programs: An ecological framework for understanding influence mechanisms}, Pages = {14-43}, Booktitle = {Deviant peer influences in programs for youth: Problems and solutions}, Publisher = {Guilford Press}, Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford}, Year = {2006}, Key = {fds45887} } @misc{fds45890, Author = {Dodge, K.A. and Sherrill, M.R.}, Title = {Deviant peer group effects in youth mental health interventions}, Pages = {97-121}, Booktitle = {Deviant peer influences in programs for youth: Problems and solutions}, Publisher = {Guilford Press}, Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford}, Year = {2006}, Key = {fds45890} } @book{fds45886, Author = {Dodge, K.A. and Dishion, T.J. and Lansford, J.E.}, Title = {Deviant peer influences in programs for youth: Problems and solutions}, Publisher = {Guilford Press}, Year = {2006}, Key = {fds45886} } @article{fds272129, Author = {Keiley, MK and Lofthouse, N and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Differential risks of covarying and pure components in mother and teacher reports of externalizing and internalizing behavior across ages 5 to 14.}, Journal = {Journal of abnormal child psychology}, Volume = {31}, Number = {3}, Pages = {267-283}, Year = {2003}, Month = {June}, url = {http://dx.doi.org/10.1023/a:1023277413027}, Abstract = {In a sample of 585 children assessed in kindergarten through 8th grade, we fit a confirmatory factor model to both mother- and teacher-reported symptoms on the Achenbach checklists (CBCL, TRF) and determined that a covariation factor of externalizing and internalizing behaviors existed, in addition to the pure-form factors of externalizing and internalizing for each reporter. In 3 structural equation models, between 8 and 67% of the variance in these 6 latent factors was accounted for by a set of antecedent child, sociocultural, parenting, and peer risk variables. Each of the 6 latent factors, taken 2 at a time, was predicted by a unique set of risk variables; however, there were some patterns that held for both mother- and teacher-report symptom factors: Child temperamental unadaptability and female gender were predictors of higher internalizing symptoms; child temperamental resistance to control, parental harsh punishment, male gender, low SES, and peer rejection were related to higher externalizing symptoms whereas child temperamental unadaptability was related to lower externalizing symptoms; and peer rejection and family stress were also related to the covarying, externalizing-plus-internalizing component of both mother and teacher reports.}, Doi = {10.1023/a:1023277413027}, Key = {fds272129} } @article{fds272028, Author = {Latendresse, SJ and Bates, JE and Goodnight, JA and Lansford, JE and Budde, JP and Goate, A and Dodge, KA and Pettit, GS and Dick, DM}, Title = {Differential susceptibility to adolescent externalizing trajectories: examining the interplay between CHRM2 and peer group antisocial behavior.}, Journal = {Child development}, Volume = {82}, Number = {6}, Pages = {1797-1814}, Year = {2011}, Month = {November}, ISSN = {0009-3920}, url = {http://dx.doi.org/10.1111/j.1467-8624.2011.01640.x}, Abstract = {The present study characterized prototypical patterns of development in self-reported externalizing behavior, between 12 and 22 years of age, within a community sample of 452 genotyped individuals. A Caucasian subset (n = 378) was then examined to determine whether their probabilities of displaying discrete trajectories were differentially associated with CHRM2, a gene implicated in self-regulatory processes across a range of externalizing behaviors, and if affiliating with antisocial peers moderated these associations. Findings indicate that relative to a normative "lower risk" externalizing trajectory, likelihood of membership in two "higher risk" trajectories increased with each additional copy of the minor allelic variant at CHRM2, and that this association was exacerbated among those exposed to higher levels of peer group antisocial behavior.}, Doi = {10.1111/j.1467-8624.2011.01640.x}, Key = {fds272028} } @article{fds272198, Author = {Coie, JD and Dodge, KA and Coppotelli, H}, Title = {Dimensions and types of social status: A cross-age perspective}, Journal = {Developmental Psychology}, Volume = {18}, Number = {4}, Pages = {557-570}, Publisher = {American Psychological Association (APA)}, Year = {1982}, Month = {July}, ISSN = {0012-1649}, 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 = {fds272198} } @article{fds333728, Author = {Miller, AB and Sheridan, MA and Hanson, JL and McLaughlin, KA and Bates, JE and Lansford, JE and Pettit, GS and Dodge, KA}, Title = {Dimensions of deprivation and threat, psychopathology, and potential mediators: A multi-year longitudinal analysis.}, Journal = {Journal of abnormal psychology}, Volume = {127}, Number = {2}, Pages = {160-170}, Year = {2018}, Month = {February}, url = {http://dx.doi.org/10.1037/abn0000331}, Abstract = {Prior research demonstrates a link between exposure to childhood adversity and psychopathology later in development. However, work on mechanisms linking adversity to psychopathology fails to account for specificity in these pathways across different types of adversity. Here, we test a conceptual model that distinguishes deprivation and threat as distinct forms of childhood adversity with different pathways to psychopathology. Deprivation involves an absence of inputs from the environment, such as cognitive and social stimulation, that influence psychopathology by altering cognitive development, such as verbal abilities. Threat includes experiences involving harm or threat of harm that increase risk for psychopathology through disruptions in social-emotional processing. We test the prediction that deprivation, but not threat, increases risk for psychopathology through altered verbal abilities. Data were drawn from the Child Development Project (N = 585), which followed children for over a decade. We analyze data from assessment points at age 5, 6, 14, and 17 years. Mothers completed interviews at age 5 and 6 on exposure to threat and deprivation experiences. Youth verbal abilities were assessed at age 14. At age 17, mothers reported on child psychopathology. A path analysis model tested longitudinal paths to internalizing and externalizing problems from experiences of deprivation and threat. Consistent with predictions, deprivation was associated with risk for externalizing problems via effects on verbal abilities at age 14. Threat was associated longitudinally with both internalizing and externalizing problems, but these effects were not mediated by verbal abilities. Results suggest that unique developmental mechanisms link different forms of adversity with psychopathology. (PsycINFO Database Record}, Doi = {10.1037/abn0000331}, Key = {fds333728} } @article{fds272027, Author = {Pettit, GS and Erath, SA and Lansford, JE and Dodge, KA and Bates, JE}, Title = {Dimensions of social capital and life adjustment in the transition to early adulthood.}, Journal = {International journal of behavioral development}, Volume = {35}, Number = {6}, Pages = {482-489}, Year = {2011}, Month = {November}, ISSN = {0165-0254}, url = {http://dx.doi.org/10.1177/0165025411422995}, Abstract = {The predictive relations between social capital depth (high-quality relationships across contexts) and breadth (friendship network extensivity) and early-adult, life adjustment outcomes were examined using data from a prospective longitudinal study. Interviews at age 22 yielded (a) psychometrically sound indexes of relationship quality with parents, peers, and romantic partners that served as indicators of a latent construct of social capital depth, and (b) a measure of number of close friends. In follow-up interviews at age 24, participants reported on their behavioral adjustment, educational attainment, and arrests and illicit substance use. Early-adolescent assessments of behavioral adjustment and academic performance served as controls; data on what were construed as interpersonal assets (teacher-rated social skills) and opportunities (family income) were also collected at this time. Results showed that depth was associated with overall better young-adult adjustment, net of prior adjustment, and assets and opportunities. Breadth was only modestly associated with later outcomes, and when its overlap with depth was taken into account, breadth predicted higher levels of subsequent externalizing problems. These findings are consistent with the notion that social capital is multidimensional and that elements of it confer distinct benefits during an important life transition.}, Doi = {10.1177/0165025411422995}, Key = {fds272027} } @article{fds272162, Author = {Pinderhughes, EE and Zelli, A and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Discipline Responses: Direct and Mediated Influences of SES, Ethnic Group Status, Parenting Beliefs, Stress, and Parent Cognitive-Emotional Processes}, Journal = {Journal of Family Psychology}, Volume = {14}, Number = {3}, Pages = {380-400}, Year = {2000}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2759998/}, Abstract = {Direct and indirect precursors to parents' harsh discipline responses to hypothetical vignettes about child misbehavior were studied with data from 978 parents (59% mothers; 82% European American and 16% African American) of 585 kindergarten-aged children. SEM analyses showed that parents' beliefs about spanking and child aggression and family stress mediated a negative relation between socioeconomic status and discipline. In turn, perception of the child and cognitive-emotional processes (hostile attributions, emotional upset, worry about child's future, available alternative disciplinary strategies, and available preventive strategies) mediated the effect of stress on discipline. Similar relations between ethnicity and discipline were found (African Americans reported harsher discipline), especially among low-income parents. Societally based experiences may lead some parents to rely on accessible and coherent goals in their discipline, whereas others are more reactive.}, Key = {fds272162} } @article{fds304177, Author = {Pinderhughes, EE and Dodge, KA and Bates, JE and Pettit, GS and Zelli, A}, Title = {Discipline responses: influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {14}, Number = {3}, Pages = {380-400}, Year = {2000}, Month = {September}, url = {http://dx.doi.org/10.1037//0893-3200.14.3.380}, Abstract = {Direct and indirect precursors to parents' harsh discipline responses to hypothetical vignettes about child misbehavior were studied with data from 978 parents (59% mothers; 82% European American and 16% African American) of 585 kindergarten-aged children. SEM analyses showed that parents' beliefs about spanking and child aggression and family stress mediated a negative relation between socioeconomic status and discipline. In turn, perception of the child and cognitive-emotional processes (hostile attributions, emotional upset, worry about child's future, available alternative disciplinary strategies, and available preventive strategies) mediated the effect of stress on discipline. Similar relations between ethnicity and discipline were found (African Americans reported harsher discipline), especially among low-income parents. Societally based experiences may lead some parents to rely on accessible and coherent goals in their discipline, whereas others are more reactive.}, Doi = {10.1037//0893-3200.14.3.380}, Key = {fds304177} } @article{fds271987, Author = {Heath, A and Poulton, R and Martin, NG and Rutter, M and Martinez, FD and Kleeberger, SR and Dodge, KA}, Title = {Discussion}, Journal = {Novartis Foundation Symposium}, Volume = {293}, Pages = {138-142}, Year = {2008}, Month = {November}, ISSN = {1528-2511}, Key = {fds271987} } @article{fds271988, Author = {Uher, R and Dodge, KA and Martinez, FD and Reeve, A and Martin, NG and Braithwaite, A and Rutter, M and Snieder, H and Battaglia, M and Tesson, F and Kotb, M}, Title = {Discussion}, Journal = {Novartis Foundation Symposium}, Volume = {293}, Pages = {97-102}, Year = {2008}, Month = {November}, ISSN = {1528-2511}, Key = {fds271988} } @article{fds271990, Author = {Heath, A and Uher, R and Rutter, M and Dodge, KA and Poulton, R}, Title = {Discussion}, Journal = {Novartis Foundation Symposium}, Volume = {293}, Pages = {26-30}, Year = {2008}, Month = {November}, ISSN = {1528-2511}, Key = {fds271990} } @article{fds272069, Author = {Hurley, S and The Conduct Problems Prevention Research Group, and Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE}, Title = {Disentangling Ethnic and Contextual Influences Among Parents Raising Youth in High-Risk Communities.}, Journal = {Applied developmental science}, Volume = {12}, Number = {4}, Pages = {211-219}, Year = {2008}, Month = {October}, ISSN = {1088-8691}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19777084}, Abstract = {This article reports on analyses examining contextual influences on parenting with an ethnically and geographically diverse sample of parents (predominantly mothers) raising 387 children (49% ethnic minority; 51% male) in high-risk communities. Parents and children were followed longitudinally from first through tenth grades. Contextual influences included geographical location, neighborhood risk, SES, and family stress. The cultural variable was racial socialization. Parenting constructs created through the consensus decision-making of the Parenting Subgroup of the Study Group on Race, Culture, and Ethnicity (see Le et al., 2008) included Monitoring, Communication, Warmth, Behavioral Control and Parenting Efficacy. Hierarchical regressions on each parenting construct were conducted for each grade for which data were available. Analyses tested for initial ethnic differences and then for remaining ethnic differences once contextual influences were controlled. For each construct, some ethnic differences did remain (Monitoring, ninth grade; Warmth, third grade; Communication, kindergarten; Behavioral Control, eighth grade; and Parenting Efficacy, kindergarten through fifth grade). Ethnic differences were explained by contextual differences in the remaining years. Analyses examining the impact of cultural influences revealed a negative relation between racial socialization messages and Communication or Monitoring.}, Doi = {10.1080/10888690802388151}, Key = {fds272069} } @article{fds375377, Author = {Rothenberg, WA and Odgers, CL and Lansford, JE and Dodge, KA and Godwin, J and Copeland, WE}, Title = {Disentangling the "who" and "when" of parents' depressive symptoms: A daily diary study analysis.}, Journal = {J Psychopathol Clin Sci}, Volume = {131}, Number = {7}, Pages = {733-740}, Year = {2022}, Month = {October}, url = {http://dx.doi.org/10.1037/abn0000766}, Abstract = {Parents' depressive symptoms vary across days, but factors predicting this fluctuation are not well understood. The present study utilized ecological momentary assessments to capture 1620 days of parents' lived experience in a diverse sample of 146 mothers and fathers from Appalachia who reported on daily fluctuation in family chaos, family financial hardship, and lack of social support, as well as depressive symptoms every day for 14 consecutive days. Data were analyzed using a multilevel modeling framework. Results reveal that on days when parents experience higher family chaos, higher family financial hardship, and lower social support than they typically do, they also experience greater depressive symptoms. Daily linkages between low social support and depressive symptoms were uniform across families. In contrast, daily linkages between depressive symptoms and family financial hardship and chaos were strongest among families who experienced chronic levels of adversity. (PsycInfo Database Record (c) 2022 APA, all rights reserved).}, Doi = {10.1037/abn0000766}, Key = {fds375377} } @article{fds272165, Author = {Bellanti, and J, C and Bierman, and L, K and Group, TCPPR}, Title = {Disentangling the Impact of Low Cognitive Ability and Inattention on Social Behavior and Peer Relations}, Journal = {Journal of Clinical Child Psychology}, Volume = {29}, Number = {1}, Pages = {66-75}, Year = {2000}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2767167/}, Abstract = {Examined the shared and unique contributions of low cognitive ability and inattention to the development of social behavior problems and peer relationships of children at the time of school entry. Kindergarten and first-grade assessments of cognitive ability, inattention and prosocial and aggressive behavior were collected for a multisite, normative sample. Sociometric assessments of peer relationships were collected at the end of first grade. Cognitive ability and inattention both contributed to the prediction of social behavior and peer relationships. Low cognitive ability was particularly predictive of prosocial skill deficits, and social behavior mediated the relation between cognitive ability and social preference. Inattention predicted both prosocial skill deficits and elevated aggressive-disruptive behavior problems. Behavior problems partially mediated the relation between inattention and social preference. Identified subgroups of children with elevated levels of inattention or low cognitive ability showed different patterns of peer problems, with low acceptance characteristic of the low cognitive ability (only) group and high dislike ratings characteristic of the inattentive and inattentive/low-ability group. Implications are discussed for the design of early intervention and prevention programs.}, Doi = {10.1207/s15374424jccp2901_7}, Key = {fds272165} } @article{fds327351, Author = {Goodnight, JA and Bates, JE and Holtzworth-Munroe, A and Pettit, GS and Ballard, RH and Iskander, JM and Swanson, A and Dodge, KA and Lansford, JE}, Title = {Dispositional, demographic, and social predictors of trajectories of intimate partner aggression in early adulthood.}, Journal = {Journal of consulting and clinical psychology}, Volume = {85}, Number = {10}, Pages = {950-965}, Year = {2017}, Month = {October}, url = {http://dx.doi.org/10.1037/ccp0000226}, Abstract = {<h4>Objective</h4>From a developmental systems perspective, the origins of maladjusted behavior are multifaceted, interdependent, and may differ at different points in development. Personality traits influence developmental outcomes, as do socialization environments, but the influence of personality depends on the socialization environment, and the influence of the socialization environment varies according to personality. The present study takes a developmental systems approach to investigate pathways through which dispositional traits in childhood might act in concert with peer and parental socialization contexts to predict trajectories of intimate partner aggression (IPA) during emerging adulthood.<h4>Method</h4>The study included 466 participants (49% male, 81% European American, 15% African American) from a longitudinal study of social development. Measures of demographics, temperament, personality, parent-child relations, romantic relationships, peer relationships, and IPA were administered between 5 and 23 years of age. The study used latent growth curve analysis to predict variations in trajectories of IPA during early adulthood.<h4>Results</h4>Numerous variables predicted risk for the perpetration of IPA, but different factors were associated at the end of adolescence (e.g., psychopathic traits) than with changes across early adulthood (e.g., friend antisociality). Males and individuals with a history of resistance to control temperament showed enhanced susceptibility to social risk factors, such as exposure to antisocial peers and poor parent-adolescent relations.<h4>Conclusions</h4>Consistent with a developmental systems perspective, multiple factors, including personality traits in early childhood and aspects of the social environment in adolescence, predict trajectories of IPA during early adulthood through additive, mediated, and moderated pathways. Knowledge of these risk factors and for whom they are most influential could help inform efforts to prevent the emergence and persistence of IPA. (PsycINFO Database Record}, Doi = {10.1037/ccp0000226}, Key = {fds327351} } @article{fds272089, Author = {Kaplow, JB and Hall, E and Koenen, KC and Dodge, KA and Amaya-Jackson, L}, Title = {Dissociation predicts later attention problems in sexually abused children.}, Journal = {Child Abuse Negl}, Volume = {32}, Number = {2}, Pages = {261-275}, Year = {2008}, Month = {February}, ISSN = {0145-2134}, url = {http://dx.doi.org/10.1016/j.chiabu.2007.07.005}, Abstract = {OBJECTIVE: The goals of this research are to develop and test a prospective model of attention problems in sexually abused children that includes fixed variables (e.g., gender), trauma, and disclosure-related pathways. METHODS: At Time 1, fixed variables, trauma variables, and stress reactions upon disclosure were assessed in 156 children aged 8-13 years. At the Time 2 follow-up (8-36 months following the initial interview), 56 of the children were assessed for attention problems. RESULTS: A path analysis involving a series of hierarchically nested, ordinary least squares multiple regression analyses indicated two direct paths to attention problems including the child's relationship to the perpetrator (beta=.23) and dissociation measured immediately after disclosure (beta=.53), while controlling for concurrent externalizing behavior (beta=.43). Post-traumatic stress symptoms were only indirectly associated with attention problems via dissociation. Taken together, these pathways accounted for approximately 52% of the variance in attention problems and provided an excellent fit to the data. CONCLUSIONS: Children who report dissociative symptoms upon disclosure of CSA and/or were sexually abused by someone within their family are at an increased risk of developing attention problems. PRACTICE IMPLICATIONS: Findings from this study indicate that children who experienced sexual abuse at an earlier age, by someone within their family, and/or report symptoms of dissociation during disclosure are especially likely to benefit from intervention. Effective interventions should involve (1) providing emotion regulation and coping skills; and (2) helping children to process traumatic aspects of the abuse to reduce the cyclic nature of traumatic reminders leading to unmanageable stress and dissociation.}, Doi = {10.1016/j.chiabu.2007.07.005}, Key = {fds272089} } @article{fds272217, Author = {Lochman, JE and Dodge, KA}, Title = {Distorted perceptions in dyadic interactions of aggressive and nonaggressive boys: effects of prior expectations, context, and boys' age.}, Journal = {Development and psychopathology}, Volume = {10}, Number = {3}, Pages = {495-512}, Year = {1998}, Month = {January}, ISSN = {0954-5794}, url = {http://www.ncbi.nlm.nih.gov/pubmed/9741679}, Abstract = {This study examined distorted self- and peer perceptions in aggressive and nonaggressive boys at preadolescent and early adolescent age levels. Subjects completed semantic differential ratings of themselves and of their peer partners following two brief dyadic discussion tasks with competitive inductions and a game-playing task with a cooperative induction. Subjects also rated their expectations for self- and peer behavior prior to the two competitive interaction tasks. Research assistants later rated videotapes of the interactions. Aggressive boys had more distorted perceptions of dyadic behavior as they overperceived aggression in their partners and underperceived their own aggressiveness. These distorted perceptions of aggression carried over for aggressive boys into the third interaction task with a cooperative induction, indicating these boys' difficulty in modulating these perceptions when the overt demand for conflict is no longer present in the situation. Results also indicated that aggressive boys' perceptions of their own behavior after the first interaction task is substantially affected by their prior expectations, in comparison to nonaggressive boys who rely more on their actual behavior to form their perceptions.}, Doi = {10.1017/s0954579498001710}, Key = {fds272217} } @article{fds272113, Author = {Malone, PS and Lansford, JE and Castellino, DR and Berlin, LJ and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Divorce and Child Behavior Problems: Applying Latent Change Score Models to Life Event Data.}, Journal = {Structural equation modeling : a multidisciplinary journal}, Volume = {11}, Number = {3}, Pages = {401-423}, Year = {2004}, Month = {July}, ISSN = {1070-5511}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20209039}, Abstract = {Effects of parents' divorce on children's adjustment have been studied extensively. This article applies new advances in trajectory modeling to the problem of disentangling the effects of divorce on children's adjustment from related factors such as the child's age at the time of divorce and the child's gender. Latent change score models were used to examine trajectories of externalizing behavior problems in relation to children's experience of their parents' divorce. Participants included 356 boys and girls whose biological parents were married at kindergarten entry. The children were assessed annually through Grade 9. Mothers reported whether they had divorced or separated in each 12-month period, and teachers reported children's externalizing behavior problems each year. Girls' externalizing behavior problem trajectories were not affected by experiencing their parents' divorce, regardless of the timing of the divorce. In contrast, boys who were in elementary school when their parents divorced showed an increase in externalizing behavior problems in the year of the divorce. This increase persisted in the years following the divorce. Boys who were in middle school when their parents divorced showed an increase in externalizing behavior problems in the year of the divorce followed by a decrease to below baseline levels in the year after the divorce. This decrease persisted in the following years.}, Doi = {10.1207/s15328007sem1103_6}, Key = {fds272113} } @misc{fds13053, Author = {Dodge, K.A.}, Title = {Do Social Information Processing Patterns Mediate Aggressive Behavior?}, Pages = {254-274}, Booktitle = {Causes of Conduct Disorder and Juvenille Delinquency}, Publisher = {New York: Guilford Press}, Editor = {B. Lahey and T. Moffitt and A. Caspi}, Year = {2003}, Key = {fds13053} } @article{fds344587, Author = {Shanahan, L and Hill, SN and Gaydosh, LM and Steinhoff, A and Costello, EJ and Dodge, KA and Harris, KM and Copeland, WE}, Title = {Does Despair Really Kill? A Roadmap for an Evidence-Based Answer.}, Journal = {Am J Public Health}, Volume = {109}, Number = {6}, Pages = {854-858}, Year = {2019}, Month = {June}, url = {http://dx.doi.org/10.2105/AJPH.2019.305016}, Abstract = {Two seemingly associated demographic trends have generated considerable interest: income stagnation and rising premature mortality from suicides, drug poisoning, and alcoholic liver disease among US non-Hispanic Whites with low education. Economists interpret these population-level trends to indicate that despair induced by financial stressors is a shared pathway to these causes of death. Although we now have the catchy term "deaths of despair," we have yet to study its central empirical claim: that conceptually defined and empirically assessed "despair" is indeed a common pathway to several causes of death. At the level of the person, despair consists of cognitive, emotional, behavioral, and biological domains. Despair can also permeate social relationships, networks, institutions, and communities. Extant longitudinal data sets feature repeated measures of despair-before, during, and after the Great Recession-offering resources to test the role that despair induced by economic decline plays in premature morbidity and mortality. Such tests must also focus on protective factors that could shield individuals. Deaths of despair is more than a phrase; it constitutes a hypothesis that deserves conceptual mapping and empirical study with longitudinal, multilevel data.}, Doi = {10.2105/AJPH.2019.305016}, Key = {fds344587} } @article{fds272137, Author = {Ellis, BJ and Bates, JE and Dodge, KA and Fergusson, DM and Horwood, LJ and Pettit, GS and Woodward, L}, Title = {Does father absence place daughters at special risk for early sexual activity and teenage pregnancy?}, Journal = {Child development}, Volume = {74}, Number = {3}, Pages = {801-821}, Year = {2003}, Month = {May}, url = {http://dx.doi.org/10.1111/1467-8624.00569}, Abstract = {The impact of father absence on early sexual activity and teenage pregnancy was investigated in longitudinal studies in the United States (N = 242) and New Zealand (N = 520), in which community samples of girls were followed prospectively from early in life (5 years) to approximately age 18. Greater exposure to father absence was strongly associated with elevated risk for early sexual activity and adolescent pregnancy. This elevated risk was either not explained (in the US. study) or only partly explained (in the New Zealand study) by familial, ecological, and personal disadvantages associated with father absence. After controlling for covariates, there was stronger and more consistent evidence of effects of father absence on early sexual activity and teenage pregnancy than on other behavioral or mental health problems or academic achievement. Effects of father absence are discussed in terms of life-course adversity, evolutionary psychology, social learning, and behavior genetic models.}, Doi = {10.1111/1467-8624.00569}, Key = {fds272137} } @article{fds272017, Author = {Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Does physical abuse in early childhood predict substance use in adolescence and early adulthood?}, Journal = {Child maltreatment}, Volume = {15}, Number = {2}, Pages = {190-194}, Year = {2010}, Month = {May}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20019026}, Abstract = {Prospective longitudinal data from 585 families were used to examine parents' reports of child physical abuse in the first 5 years of life as a predictor of substance use at ages 12, 16, and 24. Path analyses revealed that physical abuse in the first 5 years of life predicted subsequent substance use for females but not males. We found a direct effect of early physical abuse on girls'substance use at age 12 and indirect effects on substance use at age 16 and age 24 through substance use at age 12. For boys, age 12 substance use predicted age 16 substance use, and age 16 substance use predicted age 24 substance use, but physical abuse in the first 5 years of life was unrelated to subsequent substance use. These findings suggest that for females, a mechanism of influence of early physical abuse on substance use into early adulthood appears to be through precocious initiation of substance use in early adolescence.}, Doi = {10.1177/1077559509352359}, Key = {fds272017} } @article{fds271996, Author = {Fontaine, RG and Tanha, M and Yang, C and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Does response evaluation and decision (RED) mediate the relation between hostile attributional style and antisocial behavior in adolescence?}, Journal = {Journal of abnormal child psychology}, Volume = {38}, Number = {5}, Pages = {615-626}, Year = {2010}, Month = {July}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/s10802-010-9397-y}, Abstract = {The role of hostile attributional style (HAS) in antisocial development has been well-documented. We analyzed longitudinal data on 585 youths (48% female; 19% ethnic minority) to test the hypothesis that response evaluation and decision (RED) mediates the relation between HAS and antisocial behavior in adolescence. In Grades 10 and 12, adolescent participants and their parents reported participants' antisocial conduct. In Grade 11, participants were asked to imagine themselves in videotaped ambiguous-provocation scenarios. Segment 1 of each scenario presented an ambiguous provocation, after which participants answered HAS questions. In segment 2, participants were asked to imagine themselves responding aggressively to the provocateur, after which RED was assessed. Structural equation modeling indicated that RED mediates the relation between HAS and subsequent antisocial conduct, controlling for previous misconduct. Findings are consistent with research on the development of executive function processes in adolescence, and suggest that the relation between HAS and RED changes after childhood.}, Doi = {10.1007/s10802-010-9397-y}, Key = {fds271996} } @article{fds346822, Author = {Goulter, N and McMahon, RJ and Dodge, KA and Conduct Problems Prevention Research Group}, Title = {Does the Fast Track Intervention Prevent Later Psychosis Symptoms?}, Journal = {Prevention science : the official journal of the Society for Prevention Research}, Volume = {20}, Number = {8}, Pages = {1255-1264}, Year = {2019}, Month = {November}, url = {http://dx.doi.org/10.1007/s11121-019-01041-1}, Abstract = {The Fast Track (FT) intervention was a multimodal preventive intervention addressing antisocial development across 10 years of childhood and early adolescence. The intervention included parent management training, child social-cognitive skills training, peer coaching and mentoring, academic skills tutoring, and a classroom social-emotional learning program. While not specifically designed to target psychosis symptoms (e.g., social withdrawal, thought abnormalities), the present study aimed to examine whether the FT intervention prevented psychosis symptoms through childhood and adolescence and into adulthood. Participants included the FT intervention and high-risk control samples (N = 891; 69% male; M age = 6.58 years, SD = .48). Psychosis symptoms were assessed using the "thought problems" subscale of the parent-report Child Behavior Checklist during grades 1, 2, 4, 5, and 7, and the self-report Adult Behavior Checklist at age 25 years, in line with prior research using this measure. Growth models included the FT condition and covariates (i.e., initial risk screen score, cohort, socioeconomic status, rural/urban status, race, and sex) as predictors; and child, adolescent, and adult psychosis symptoms as outcomes. Intervention status was not significantly associated with the slope of psychosis symptoms; however, after controlling for concurrent cannabis use, intervention participants reported lower levels of psychosis symptoms over time. Findings suggest that interventions targeting antisocial behavior may prevent psychosis symptoms in the long term.}, Doi = {10.1007/s11121-019-01041-1}, Key = {fds346822} } @article{fds272054, Author = {Pettit, GS and Lansford, JE and Malone, PS and Dodge, KA and Bates, JE}, Title = {Domain specificity in relationship history, social-information processing, and violent behavior in early adulthood.}, Journal = {Journal of personality and social psychology}, Volume = {98}, Number = {2}, Pages = {190-200}, Year = {2010}, Month = {February}, ISSN = {0022-3514}, url = {http://dx.doi.org/10.1037/a0017991}, Abstract = {Using prospective longitudinal data, we tested 5 hypotheses: (a) that the relation between earlier developmental experiences (peer social rejection and victimization in a romantic relationship) and adult violent behavior toward peers and romantic partners is specific to relationship domain; (b) that the relation between social-information processing (SIP) biases and subsequent violence is also specific to relational domain (romantic partner vs. peer); (c) that the relation between developmental experiences and SIP biases is domain specific; (d) that domain-specific SIP mediates the impact of earlier developmental experiences on later violent behavior; and (e) that harsh parenting early in life is a domain-general predictor of SIP and later violent behavior. Harsh parenting was assessed through interviews with parents when their children were age 5 years. Classroom sociometric assessments indexing peer rejection were completed in elementary school, and self-report of victimization by romantic partners was provided at age 18 years. SIP was assessed via interview at age 22 years, and violent behavior was measured via self- and partner report at ages 23 years and 24 years. Structural equation analyses revealed specificity in the relation between developmental experiences and violence and in the prediction to and from SIP in the peer domain, but not in the romantic-relationship domain. The impact of early harsh treatment on violence toward peers was mediated by SIP biases in the peer domain. These findings provide support for domain specificity in the peer domain but for cross-domain generality in the romantic relationship domain in the development of violent behavior in early adulthood.}, Doi = {10.1037/a0017991}, Key = {fds272054} } @misc{fds39730, Author = {Dodge, K.A. and Garber, J.}, Title = {Domains of emotion regulation}, Pages = {3-11}, Booktitle = {The development of emotion regulation and dysregulation}, Publisher = {New York: Cambridge University Press}, Editor = {J. Garber and K.A. Dodge}, Year = {1991}, Key = {fds39730} } @article{fds272282, Author = {McCarty, and C, and McMahon, and J, R and Dodge, TCPPRGKA and member}, Title = {Domains of risk in the developmental continuity of fire setting}, Journal = {Behavior Therapy}, Volume = {36}, Pages = {185-195}, Year = {2004}, url = {http://dx.doi.org/10.1016/S0005-7894(05)80067-X}, Doi = {10.1016/S0005-7894(05)80067-X}, Key = {fds272282} } @article{fds272040, Author = {Thomas, DE and Bierman, KL and Thompson, C and Powers, CJ and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ}, Title = {Double jeopardy: Child and school characteristics that undermine school readiness and predict disruptive behavior at school entry}, Journal = {School Psychology Review}, Year = {2010}, url = {http://hdl.handle.net/10161/7998 Duke open access}, Key = {fds272040} } @article{fds272248, Author = {Harrist, AW and Pettit, GS and Dodge, KA and Bates, JE}, Title = {Dyadic synchrony in mother-child interaction: Relations with children's subsequent kindergarten adjustment}, Journal = {Family Relations}, Volume = {43}, Pages = {417-424}, Year = {1994}, url = {http://www.jstor.org/stable/585373}, Key = {fds272248} } @article{fds330212, Author = {McQuillan, ME and Kultur, EC and Bates, JE and O'Reilly, LM and Dodge, KA and Lansford, JE and Pettit, GS}, Title = {Dysregulation in children: Origins and implications from age 5 to age 28.}, Journal = {Development and psychopathology}, Volume = {30}, Number = {2}, Pages = {695-713}, Year = {2018}, Month = {May}, url = {http://dx.doi.org/10.1017/s0954579417001572}, Abstract = {Research shows that childhood dysregulation is associated with later psychiatric disorders. It does not yet resolve discrepancies in the operationalization of dysregulation. It is also far from settled on the origins and implications of individual differences in dysregulation. This study tested several operational definitions of dysregulation using Achenbach attention, anxious/depressed, and aggression subscales. Individual growth curves of dysregulation were computed, and predictors of growth differences were considered. The study also compared the predictive utility of the dysregulation indexes to standard externalizing and internalizing indexes. Dysregulation was indexed annually for 24 years in a community sample (n = 585). Hierarchical linear models considered changes in dysregulation in relation to possible influences from parenting, family stress, child temperament, language, and peer relations. In a test of the meaning of dysregulation, it was related to functional and psychiatric outcomes in adulthood. Dysregulation predictions were further compared to those of the more standard internalizing and externalizing indexes. Growth curve analyses showed strong stability of dysregulation. Initial levels of dysregulation were predicted by temperamental resistance to control, and change in dysregulation was predicted by poor language ability and peer relations. Dysregulation and externalizing problems were associated with negative adult outcomes to a similar extent.}, Doi = {10.1017/s0954579417001572}, Key = {fds330212} } @article{fds317736, Author = {Jager, J and Mahler, A and An, D and Putnick, DL and Bornstein, MH and Lansford, JE and Dodge, KA and Skinner, AT and Deater-Deckard, K}, Title = {Early Adolescents' Unique Perspectives of Maternal and Paternal Rejection: Examining Their Across-Dyad Generalizability and Relations with Adjustment 1 Year Later.}, Journal = {Journal of youth and adolescence}, Volume = {45}, Number = {10}, Pages = {2108-2124}, Year = {2016}, Month = {October}, url = {http://dx.doi.org/10.1007/s10964-016-0509-z}, Abstract = {Parental rejection is linked to deep and enduring adjustment problems during adolescence. This study aims to further clarify this relation by demonstrating what has long been posited by parental acceptance/rejection theory but never validated empirically-namely that adolescents' unique or subjective experience of parental rejection independently informs their future adjustment. Among a longitudinal, multi-informant sample of 161 families (early adolescents were 47 % female and 40 % European American) this study utilized a multitrait-multimethod confirmatory factor analysis to isolate for each early adolescent-parent dyad, the adolescent's distinct view of parental rejection (i.e., the adolescent unique perspective) from the portion of his or her view that overlaps with his or her parent's view. The findings indicated that adolescents' unique perspectives of maternal rejection were not differentiated from their unique perspectives of paternal rejection. Also, consistent with parental acceptance-rejection theory, early adolescents' unique perspectives of parental rejection were associated with worse adjustment (internalizing and externalizing) 1 year later. This study further demonstrates the utility and validity of the multitrait-multimethod confirmatory factor analysis approach for identifying and examining adolescent unique perspectives. Both conceptually and analytically, this study also integrates research focused on unique perspectives with a distinct but related line of research focused on discrepancies in perspectives.}, Doi = {10.1007/s10964-016-0509-z}, Key = {fds317736} } @article{fds272161, Author = {Rabiner, and L, D and Coie, and D, J and CPPRG}, Title = {Early attention problems and children's reading achievement: A longitudinal investigation}, Journal = {Journal of the American Academy of Child and Adolescent Psychiatry}, Volume = {39}, Number = {7}, Pages = {859-867}, Year = {2000}, ISSN = {0890-8567}, 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 = {fds272161} } @article{fds272169, Author = {Schwartz, D and McFadyen-Ketchum, S and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Early behavior problems as a predictor of later peer group victimization: moderators and mediators in the pathways of social risk.}, Journal = {Journal of abnormal child psychology}, Volume = {27}, Number = {3}, Pages = {191-201}, Year = {1999}, Month = {June}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1023/a:1021948206165}, Abstract = {This study is a prospective investigation of the predictive association between early behavior problems (internalizing, externalizing, hyperactivity-impulsiveness, immaturity-dependency) and later victimization in the peer group. Teacher ratings of the behavioral adjustment of 389 kindergarten and 1st-grade children (approximate age range of 5 to 6 years-old) were obtained, using standardized behavior problem checklists. These ratings predicted peer nomination scores for victimization, obtained 3 years later, even after the prediction associated with concurrent behavior problems was statistically controlled. Further analyses suggested that the relation between early behavior problems and later victimization is mediated by peer rejection and moderated by children's dyadic friendships. Behavior problems appear to play an important role in determining victimization within the peer group, although the relevant pathways are complex and influenced by other aspects of children's social adjustment.}, Doi = {10.1023/a:1021948206165}, Key = {fds272169} } @misc{fds18117, Author = {Bierman, K.L. and Bruschi, C. and Domitrovich, C. and Fang, G.Y. and Miller-Johnson, S. and the Conduct Problems Prevention Researach Group}, Title = {Early disruptive behaviors associated with emerging antisocial behavior among girls}, Pages = {137-161}, Booktitle = {Aggression, antisocial behavior, and violence among girls: A developmental perspective}, Publisher = {Guilford Press}, Editor = {M Putallaz and K.L. Bierman}, Year = {2004}, Key = {fds18117} } @article{fds272015, Author = {Donahue, KL and D'Onofrio, BM and Bates, JE and Lansford, JE and Dodge, KA and Pettit, GS}, Title = {Early exposure to parents' relationship instability: implications for sexual behavior and depression in adolescence.}, Journal = {The Journal of adolescent health : official publication of the Society for Adolescent Medicine}, Volume = {47}, Number = {6}, Pages = {547-554}, Year = {2010}, Month = {December}, ISSN = {1054-139X}, url = {http://dx.doi.org/10.1016/j.jadohealth.2010.04.004}, Abstract = {<h4>Purpose</h4>Examine the effects of the timing of parents' relationship instability on adolescent sexual and mental health.<h4>Methods</h4>We assessed whether the timing of parents' relationship instability predicted adolescents' history of sexual partnerships (SP) and major depressive episodes. Multivariate logistic regression analyses controlled for potential mediators related to parenting and the family, including parent knowledge of activities, parent-child relationship quality, number of parents' post-separation relationship transitions, and number of available caregivers. Participants were assessed annually from age 5 through young adulthood as part of a multisite community sample (N = 585).<h4>Results</h4>Participants who experienced parents' relationship instability before age 5 were more likely to report SP at age 16 (odds ratio [OR](adj) = 1.58) or an episode of major depression during adolescence (OR(adj) = 2.61). Greater parent knowledge at age 12 decreased the odds of SP at age 16, but none of the hypothesized parenting and family variables statistically mediated the association between early instability and SP or major depressive episode.<h4>Conclusions</h4>These results suggest that experiencing parents' relationship instability in early childhood is associated with sexual behavior and major depression in adolescence, but these associations are not explained by the parenting and family variables included in our analyses. Limitations of the current study and implications for future research are discussed.}, Doi = {10.1016/j.jadohealth.2010.04.004}, Key = {fds272015} } @article{fds272190, Author = {Pettit, GS and Dodge, KA and Brown, MM}, Title = {Early family experience, social problem solving patterns, and children's social competence}, Journal = {Child Development}, Volume = {59}, Pages = {107-120}, Year = {1988}, Key = {fds272190} } @article{fds272145, Author = {Jones, and D, and Dodge, and A, K and Foster, and M, E and Nix, and R, and Group, TCPPR}, Title = {Early Identification of Children at Risk for Costly Mental Health Service Use}, Journal = {Prevention Science}, Volume = {3}, Number = {4}, Pages = {247-256}, Year = {2002}, ISSN = {1389-4986}, 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 = {fds272145} } @article{fds39004, Author = {Brown, J. and Dodge, K.A.}, Title = {Early peer relations and child psychiatry}, Pages = {305-320}, Booktitle = {The basic handbook of child and adolescent psychiatry}, Publisher = {New York: John Wiley & Sons}, Editor = {S.I. Greenspan and J. Osofsky and K. Pruett}, Year = {1997}, Key = {fds39004} } @article{fds355527, Author = {Lansford, JE and Godwin, J and McMahon, RJ and Crowley, M and Pettit, GS and Bates, JE and Coie, JD and Dodge, KA}, Title = {Early Physical Abuse and Adult Outcomes.}, Journal = {Pediatrics}, Volume = {147}, Number = {1}, Pages = {e20200873}, Year = {2021}, Month = {January}, 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 = {fds355527} } @article{fds272007, Author = {Lansford, JE and Miller-Johnson, S and Berlin, LJ and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Early physical abuse and later violent delinquency: a prospective longitudinal study.}, Journal = {Child maltreatment}, Volume = {12}, Number = {3}, Pages = {233-245}, Year = {2007}, Month = {August}, ISSN = {1077-5595}, url = {http://www.ncbi.nlm.nih.gov/pubmed/17631623}, Abstract = {In this prospective longitudinal study of 574 children followed from age 5 to age 21, the authors examine the links between early physical abuse and violent delinquency and other socially relevant outcomes during late adolescence or early adulthood and the extent to which the child's race and gender moderate these links. Analyses of covariance indicated that individuals who had been physically abused in the first 5 years of life were at greater risk for being arrested as juveniles for violent, nonviolent, and status offenses. Moreover, physically abused youth were less likely to have graduated from high school and more likely to have been fired in the past year, to have been a teen parent, and to have been pregnant or impregnated someone in the past year while not married. These effects were more pronounced for African American than for European American youth and somewhat more pronounced for females than for males.}, Doi = {10.1177/1077559507301841}, Key = {fds272007} } @misc{fds355529, Author = {Skinner, A and Lansford, J and Bornstein, MH and Deater-Deckard, K and Dodge, K and Malone, P and Steinberg, L}, Title = {Education and Parenting in the United States}, Pages = {123-138}, Booktitle = {School Systems, Parent Behavior, and Academic Achievement An International Perspective}, Publisher = {Springer Nature}, Editor = {Sorbring, E and Lansford, J}, Year = {2019}, Month = {November}, ISBN = {9783030282776}, Abstract = {(2018) show in their meta-analysis that parents' excessively controlling behavior in relation to homework, academic pressure, and academic work, has a negative effect on adolescents' academic achievement. Interestingly, parents'...}, Key = {fds355529} } @article{fds346832, Author = {Dodge, KA and Goodman, WB and Bai, Y and O'Donnell, K and Murphy, RA}, Title = {Effect of a Community Agency-Administered Nurse Home Visitation Program on Program Use and Maternal and Infant Health Outcomes: A Randomized Clinical Trial.}, Journal = {JAMA Netw Open}, Volume = {2}, Number = {11}, Pages = {e1914522}, Year = {2019}, Month = {November}, url = {http://dx.doi.org/10.1001/jamanetworkopen.2019.14522}, Abstract = {IMPORTANCE: Postnatal home visitation to support parenting and infant healthy development is becoming increasingly common based on university efficacy studies, but effectiveness when disseminated by communities is not clear. OBJECTIVE: To test implementation and impact of the Family Connects (FC) program when administered by a community agency. DESIGN, SETTING, AND PARTICIPANTS: In this randomized clinical trial, births were randomly assigned to receive FC or treatment as usual. Independent evaluation was conducted through parent interviews and review of health and child protective services records. Interviewers were blind to the experimental condition of participants, and participants were blind about the purpose of the interview as an intervention evaluation. A total of 936 consecutive residential births at Duke University Hospital from January 1, 2014, through June 30, 2014, were included. Data were analyzed preliminarily for reporting to funders in early 2015 before all birth-record covariates were scored and were analyzed more comprehensively in mid-2019 after administrative birth and child protective service records became available. INTERVENTIONS: The goals of the FC brief universal program were to assess family-specific needs, complete brief interventions, and connect families with community resources. Community agencies and families were aligned through an electronic data system. MAIN OUTCOMES AND MEASURES: Case records documented program penetration and quality. The primary outcome was child protective services investigations for maltreatment. Secondary outcomes were the number of sustained community connections, maternal mental health, parenting behavior, infant well-child care visits and maternal postpartum care compliance, and emergency health care utilization. RESULTS: Of 936 births, 451 infants (48.2%) were female and 433 (46.3%) were from racial/ethnic minority groups. In all, 456 births (46.5%) were randomized to the intervention and 480 (53.5%) were randomized to the control. All analyses were based on intention to treat. The impact analysis included 158 intervention families and 158 control families. Intervention penetration was 76%, adherence to the protocol was 90%, and independent agreement in scoring (κ) was 0.75. Nurses identified and addressed minor problems for 52% of families and connected an additional 42% to community resources. Analysis of the primary outcome of child abuse investigations revealed a mean (SD) of 0.10 (0.30) investigations for the intervention group vs 0.18 (0.56) investigations for the control group (b = -0.09; 90% CI, -0.01 to -0.12; 95% CI, -0.18 to 0.01; P = .07). The intervention group's rate of possible maternal anxiety or depression was 18.2% vs 25.9% for the control group (b = -7.70; 90% CI, -15.2 to -0.1; 95% CI, -16.6 to 1.3; P = .09). CONCLUSIONS AND RELEVANCE: This study indicates that a nurse home visitation program for families of newborns can be implemented by a community agency with high penetration and quality. Other communities could benefit from wider dissemination of the program provided that quality remains strong and evaluation continues. TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT01843036.}, Doi = {10.1001/jamanetworkopen.2019.14522}, Key = {fds346832} } @article{fds357976, Author = {Goodman, WB and Dodge, KA and Bai, Y and Murphy, RA and O'Donnell, K}, Title = {Effect of a Universal Postpartum Nurse Home Visiting Program on Child Maltreatment and Emergency Medical Care at 5 Years of Age: A Randomized Clinical Trial.}, Journal = {JAMA Netw Open}, Volume = {4}, Number = {7}, Pages = {e2116024}, Publisher = {American Medical Association}, Year = {2021}, Month = {July}, url = {http://dx.doi.org/10.1001/jamanetworkopen.2021.16024}, Abstract = {IMPORTANCE: The Family Connects (FC) program, a community-wide nurse home visiting program for newborns, has been shown to provide benefits for children and families through the first 2 years of life. Potential longer-term outcomes for child well-being remain unknown. OBJECTIVE: To determine the effect of randomization to FC on child maltreatment investigations and emergency medical care through 5 years of age. DESIGN, SETTING, AND PARTICIPANTS: In this randomized clinical trial, families of all 4777 resident births in Durham County, North Carolina, from July 1, 2009, to December 31, 2010, were randomly assigned to receive the FC program or treatment as usual. Impact evaluation was on an intent-to-treat basis and focused on a subsample of 549 families randomly selected from the full population and included review of hospital and Child Protective Services (CPS) administrative records. Statistical analysis was conducted from November 6, 2020, to April 25, 2021. INTERVENTIONS: The FC programs includes 1 to 3 nurse home visits beginning at the infant age of 3 weeks designed to identify family-specific needs, deliver education and intervention, and connect families with community resources matched to their needs. Ongoing program engagement with service professionals and an electronic resource directory facilitate effective family connections to the community. MAIN OUTCOMES AND MEASURES: Two primary trial outcomes were CPS-recorded child maltreatment investigations and emergency medical care use based on hospital records. RESULTS: Of the 4777 randomized families, 2327 were allocated to the intervention, and 2440 were allocated to services as usual. Among the children in the full study population, 2380 (49.8%) were female, 2397 (50.2%) were male, and 3359 (70.3%) were from racial/ethnic minority groups; of the 531 children included in the impact evaluation follow-up, 284 (53.5%) were female, 247 (46.5%) were male, and 390 (73.4%) were from racial/ethnic minority groups. Negative binomial models indicated that families assigned to FC had 39% fewer CPS investigations for suspected child maltreatment through 5 years of age (95% CI, -0.80 to 0.06; 90% CI, -0.73 to -0.01; control = 44 total investigations per 100 children and intervention = 27 total investigations per 100 children); intervention effects did not differ across subgroups. Families assigned to FC also had 33% less total child emergency medical care use (95% CI, -0.59 to -0.14; 90% CI, -0.55 to -0.18; control = 338 visits and overnight hospital stays per 100 children and intervention = 227 visits and overnight hospital stays per 100 children). Positive effects held across birth risk, child health insurance, child sex, single-parent status, and racial/ethnic groups. Effects were larger for nonminority families compared with minority families. CONCLUSIONS AND RELEVANCE: The findings of this randomized clinical trial suggest that, when implemented with high quality and broad reach, a brief postpartum nurse home visiting program can reduce population rates of child maltreatment and emergency medical care use in early childhood. TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT01406184.}, Doi = {10.1001/jamanetworkopen.2021.16024}, Key = {fds357976} } @article{fds272283, Author = {Hill, LG and Coie, JD and Lochman, JE and Greenberg, MT}, Title = {Effectiveness of early screening for externalizing problems: issues of screening accuracy and utility.}, Journal = {Journal of consulting and clinical psychology}, Volume = {72}, Number = {5}, Pages = {809-820}, Year = {2004}, Month = {October}, ISSN = {0022-006X}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15482039}, Abstract = {Accurate, early screening is a prerequisite for indicated interventions intended to prevent development of externalizing disorders and delinquent behaviors. Using the Fast Track longitudinal sample of 396 children drawn from high-risk environments, the authors varied assumptions about base rates and examined effects of multiple-time-point and multiple-rater screening procedures. The authors also considered the practical import of various levels of screening accuracy in terms of true and false positive rates and their potential costs and benefits. Additional research is needed to determine true costs and benefits of early screening. However, the results indicate that 1st grade single- and multiple-rater screening models effectively predicted externalizing behavior and delinquent outcomes in 4th and 5th grades and that early screening is justified.}, Doi = {10.1037/0022-006x.72.5.809}, Key = {fds272283} } @article{fds272201, Author = {Gurwitz, SB and Dodge, KA}, Title = {Effects of confirmations and disconfirmations on stereotype-based attributions}, Journal = {Journal of Personality and Social Psychology}, Volume = {35}, Number = {7}, Pages = {495-500}, Publisher = {American Psychological Association (APA)}, Year = {1977}, Month = {July}, ISSN = {0022-3514}, url = {http://dx.doi.org/10.1037/0022-3514.35.7.495}, Abstract = {Examines the effects of evidence that confirmed or disconfirmed a stereotype on Ss' use of that stereotype in forming impressions of a member of the stereotyped group. In a study with 130 female undergraduates, Ss learned about typical behaviors of 3 friends of the target person and then indicated their impressions of that person. The mere mention of membership in the stereotyped group increased stereotypic attributions. Confirming evidence was more effective in increasing stereotyping when it was dispersed across the 3 friends' descriptions than when it was concentrated in one friend's description, whereas disconfirming evidence was more effective in decreasing stereotyping when it was concentrated in one friend's description than when it was dispersed across several friends' descriptions. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1977 American Psychological Association.}, Doi = {10.1037/0022-3514.35.7.495}, Key = {fds272201} } @article{fds359020, Author = {Rothenberg, WA and Ali, S and Rohner, RP and Lansford, JE and Britner, PA and Giunta, LD and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado, LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K}, Title = {Effects of Parental Acceptance-Rejection on Children's Internalizing and Externalizing Behaviors: A Longitudinal, Multicultural Study.}, Journal = {Journal of child and family studies}, Volume = {31}, Number = {1}, Pages = {29-47}, Year = {2022}, Month = {January}, url = {http://dx.doi.org/10.1007/s10826-021-02072-5}, Abstract = {<h4>Background</h4>Grounded in interpersonal acceptance-rejection theory, this study assessed children's (N=1,315) perceptions of maternal and paternal acceptance-rejection in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States) as predictors of children's externalizing and internalizing behaviors across ages 7-14 years.<h4>Methods</h4>Parenting behaviors were measured using children's reports on the Parental Acceptance-Rejection Questionnaire. Child externalizing and internalizing behaviors were measured using mother, father, and child reports on the Achenbach System of Empirically-Based Assessment.<h4>Results</h4>Using a multilevel modeling framework, we found that in cultures where both maternal and paternal indifference/neglect scores were higher than average-compared to other cultures -children's internalizing problems were more persistent. At the <i>within-culture</i> level, all four forms of maternal and paternal rejection (i.e., coldness/lack of affection, hostility/aggression, indifference/neglect, and undifferentiated rejection) were independently associated with both externalizing and internalizing problems across ages 7-14 even after controlling for child gender, parent education, and each of the four forms of parental rejection.<h4>Conclusions</h4>Results demonstrate that the effects of perceived parental acceptance-rejection are panculturally similar.}, Doi = {10.1007/s10826-021-02072-5}, Key = {fds359020} } @article{fds350981, Author = {Rothenberg, WA and Lansford, JE and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D}, Title = {Effects of Parental Warmth and Behavioral Control on Adolescent Externalizing and Internalizing Trajectories Across Cultures.}, Journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, Volume = {30}, Number = {4}, Pages = {835-855}, Year = {2020}, Month = {December}, url = {http://dx.doi.org/10.1111/jora.12566}, Abstract = {We investigated the effects of parental warmth and behavioral control on externalizing and internalizing symptom trajectories from ages 8 to 14 in 1,298 adolescents from 12 cultural groups. We did not find that single universal trajectories characterized adolescent externalizing and internalizing symptoms across cultures, but instead found significant heterogeneity in starting points and rates of change in both externalizing and internalizing symptoms across cultures. Some similarities did emerge. Across many cultural groups, internalizing symptoms decreased from ages 8 to 10, and externalizing symptoms increased from ages 10 to 14. Parental warmth appears to function similarly in many cultures as a protective factor that prevents the onset and growth of adolescent externalizing and internalizing symptoms, whereas the effects of behavioral control vary from culture to culture.}, Doi = {10.1111/jora.12566}, Key = {fds350981} } @article{fds272079, Author = {Dodge, KA and Pettit, GS and Bates, JE}, Title = {Effects of physical maltreatment on the development of peer relations}, Journal = {Development and Psychopathology}, Volume = {6}, Number = {1}, Pages = {43-55}, Year = {1994}, url = {http://dx.doi.org/10.1017/S0954579400005873}, Abstract = {The effect of early physical maltreatment on the development of peer relationships was examined in a representative sample of 585 boys and girls. Subjects were assessed for physical maltreatment in the first 5 years of life and then followed for 5 consecutive years. The assessment was based on a clinical interview with parents. Twelve percent of the sample was identified as having experienced physical maltreatment. Peers, teachers, and mothers independently evaluated the maltreated group of children as being more disliked, less popular, and more socially withdrawn than the nonmaltreated group in every year of evaluation, with the magnitude of difference growing over time. These effects held even when family socioeconomic status was controlled. The findings were interpreted as being consistent with the hypothesis that early maltreatment disrupts attachment relationships with adult caregivers, and these disruptions then impair a child's ability to form effective peer relationships. © 1994, Cambridge University Press. All rights reserved.}, Doi = {10.1017/S0954579400005873}, Key = {fds272079} } @misc{fds147814, Author = {Dodge, K.A. and Pettit, G.S. and Bates, J.E.}, Title = {Effects of physical maltreatment on the development of peer relations (Reprint)}, Booktitle = {Abnormal Child Psychology}, Publisher = {Wadsworth Press}, Address = {New York}, Editor = {E. Mash and D. Wolfe}, Year = {2008}, Key = {fds147814} } @article{fds38976, Author = {Dodge, K.A. and Pettit, G.S. and Bates, J.E.}, Title = {Effects of physical maltreatment on the development of peer relations(Reprint)}, Booktitle = {Abnormal Child Psychology}, Publisher = {Brooks/Cole}, Editor = {E. Mash and D. Wolfe}, Year = {1994}, Key = {fds38976} } @misc{fds13028, Author = {Keiley, M.K. and Bates, J.E. and Dodge, K.A. and Petit, G.S.}, Title = {Effects of Temperament of the Development of Externalizing and Internalizing Behaviors over 9 Years}, Pages = {255-288}, Booktitle = {Advances in Psychological Research, Vol. 6}, Publisher = {Huntington, N.Y.: Nova Science Publishers, Inc.}, Editor = {F. Columbus}, Year = {2001}, Key = {fds13028} } @book{fds44483, Author = {McLoyd, V.C. and Hill, N.E. and Dodge, K.A.}, Title = {Emerging issues in African American family life: Context, adaptation, and policy}, Publisher = {NY: Guilford Press}, Year = {2005}, Key = {fds44483} } @misc{fds39731, Author = {Dodge, K.A.}, Title = {Emotion and social information processing}, Pages = {159-181}, Booktitle = {The development of emotion regulation and dysregulation}, Publisher = {New York: Cambridge University Press}, Editor = {J. Garber and K.A. Dodge}, Year = {1991}, Key = {fds39731} } @article{fds272245, Author = {Sinclair, JJ and Pettit, GS and Harrist, AW and Dodge, KA and Bates, JE}, Title = {Encounters with aggressive peers in early childhood: Frequency, age differences, and correlates of risk for behavior problems}, Journal = {International Journal of Behavioral Development}, Volume = {17}, Number = {4}, Pages = {675-696}, Year = {1994}, url = {http://dx.doi.org/10.1177/016502549401700407}, Abstract = {The primary goal of the present study was to describe the range, types, and quality (in terms of exposure to aggressive peers) of social activity settings in which young children typically have contact with peers. We also examined whether participation in these settings varied as a function of child sex and age, and family demographic characteristics. Subjects were 277 preschoolaged children. On the basis of detailed accounts of their mothers, activity setting measures were derived separately for ages 2-4 years (era 1) and ages 4-5 years (era 2). Each of seven activity settings (e.g. neighbourhood, day care, organised playgroups) was rated for frequency of participation and frequency of exposure to aggressive peers. Children had the greatest amount of peer contact and were exposed to aggressive peers most often in the neighbourhood setting. In contrast, children participated least frequently in structured playgroup settings, and these settings were least likely to contain aggressive peers. Children from lower SES and single-parent families were more likely to be involved in settings (especially neighbourhoods) containing aggressive peers. These findings suggest that one mechanism through which risk for behaviour problems among children in lower SES and single-parent families may operate is increased exposure to activity settings in which aggression occurs regularly. © 1994, Sage Publications. All rights reserved.}, Doi = {10.1177/016502549401700407}, Key = {fds272245} } @article{fds272035, Author = {Berlin, LJ and Dunning, RD and Dodge, KA}, Title = {Enhancing the Transition to Kindergarten: A Randomized Trial to Test the Efficacy of the "Stars" Summer Kindergarten Orientation Program.}, Journal = {Early childhood research quarterly}, Volume = {26}, Number = {2}, Pages = {247-254}, Year = {2011}, Month = {January}, ISSN = {0885-2006}, url = {http://www.ncbi.nlm.nih.gov/pubmed/21969767}, Abstract = {This randomized trial tested the efficacy of an intensive, four-week summer program designed to enhance low-income children's transition to kindergarten (n's = 60 program children, 40 controls). Administered in four public schools, the program focused on social competence, pre-literacy and pre-numeracy skills, school routines, and parental involvement. Hierarchical linear modeling indicated that the program significantly improved teachers' ratings of (a) the transition to the social aspect of kindergarten for girls (but not boys); and (b) the transition to kindergarten routines for the subgroup of children who had the same teacher for kindergarten as for the summer program. Findings are discussed in terms of practices and policies for supporting children's transition to school.}, Doi = {10.1016/j.ecresq.2010.07.004}, Key = {fds272035} } @article{fds340097, Author = {Chang, L and Lu, HJ and Lansford, JE and Skinner, AT and Bornstein, MH and Steinberg, L and Dodge, KA and Chen, BB and Tian, Q and Bacchini, D and Deater-Deckard, K and Pastorelli, C and Alampay, LP and Sorbring, E and Al-Hassan, SM and Oburu, P and Malone, PS and Di Giunta and L and Tirado, LMU and Tapanya, S}, Title = {Environmental harshness and unpredictability, life history, and social and academic behavior of adolescents in nine countries.}, Journal = {Developmental psychology}, Volume = {55}, Number = {4}, Pages = {890-903}, Year = {2019}, Month = {April}, url = {http://dx.doi.org/10.1037/dev0000655}, Abstract = {Safety is essential for life. To survive, humans and other animals have developed sets of psychological and physiological adaptations known as life history (LH) tradeoff strategies in response to various safety constraints. Evolutionarily selected LH strategies in turn regulate development and behavior to optimize survival under prevailing safety conditions. The present study tested LH hypotheses concerning safety based on a 6-year longitudinal sample of 1,245 adolescents and their parents from 9 countries. The results revealed that, invariant across countries, environmental harshness, and unpredictability (lack of safety) was negatively associated with slow LH behavioral profile, measured 2 years later, and slow LH behavioral profile was negatively and positively associated with externalizing behavior and academic performance, respectively, as measured an additional 2 years later. These results support the evolutionary conception that human development responds to environmental safety cues through LH regulation of social and learning behaviors. (PsycINFO Database Record (c) 2019 APA, all rights reserved).}, Doi = {10.1037/dev0000655}, Key = {fds340097} } @article{fds272127, Author = {Foster, and M, E and Fang, and Y, G and Group, TCPPR}, Title = {Estimated Intervention Impact and Alternative Methods for Handling Attrition}, Journal = {Evaluation Review}, Volume = {28}, Pages = {434-464}, Year = {2004}, Key = {fds272127} } @article{fds342802, Author = {Leadbeater, BJ and Dishion, T and Sandler, I and Bradshaw, CP and Dodge, K and Gottfredson, D and Graham, PW and Lindstrom Johnson and S and Maldonado-Molina, MM and Mauricio, AM and Smith, EP}, Title = {Ethical Challenges in Promoting the Implementation of Preventive Interventions: Report of the SPR Task Force.}, Journal = {Prevention science : the official journal of the Society for Prevention Research}, Volume = {19}, Number = {7}, Pages = {853-865}, Year = {2018}, Month = {October}, url = {http://dx.doi.org/10.1007/s11121-018-0912-7}, Abstract = {Prevention science researchers and practitioners are increasingly engaged in a wide range of activities and roles to promote evidence-based prevention practices in the community. Ethical concerns invariably arise in these activities and roles that may not be explicitly addressed by university or professional guidelines for ethical conduct. In 2015, the Society for Prevention Research (SPR) Board of Directors commissioned Irwin Sandler and Tom Dishion to organize a series of roundtables and establish a task force to identify salient ethical issues encountered by prevention scientists and community-based practitioners as they collaborate to implement evidence-based prevention practices. This article documents the process and findings of the SPR Ethics Task Force and aims to inform continued efforts to articulate ethical practice. Specifically, the SPR membership and task force identified prevention activities that commonly stemmed from implementation and scale-up efforts. This article presents examples that illustrate typical ethical dilemmas. We present principles and concepts that can be used to frame the discussion of ethical concerns that may be encountered in implementation and scale-up efforts. We summarize value statements that stemmed from our discussion. We also conclude that the field of prevention science in general would benefit from standards and guidelines to promote ethical behavior and social justice in the process of implementing evidence-based prevention practices in community settings. It is our hope that this article serves as an educational resource for students, investigators, and Human Subjects Review Board members regarding some of the complexity of issues of fairness, equality, diversity, and personal rights for implementation of preventive interventions.}, Doi = {10.1007/s11121-018-0912-7}, Key = {fds342802} } @article{fds272114, Author = {Lansford, JE and Deater-Deckard, K and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Ethnic differences in the link between physical discipline and later adolescent externalizing behaviors.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {45}, Number = {4}, Pages = {801-812}, Year = {2004}, Month = {May}, ISSN = {0021-9630}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15056311}, Abstract = {<h4>Background</h4>Parents' use of physical discipline has generated controversy related to concerns that its use is associated with adjustment problems such as aggression and delinquency in children. However, recent evidence suggests that there are ethnic differences in associations between physical discipline and children's adjustment. This study examined race as a moderator of the link between physical discipline and adolescent externalizing behavior problems, extending previous research beyond childhood into adolescence and considering physical discipline at multiple points in time.<h4>Methods</h4>A representative community sample of 585 children was followed from pre-kindergarten (age 5) through grade 11 (age 16). Mothers reported on their use of physical discipline in the child's first five years of life and again during grades 6 (age 11) and 8 (age 13). Mothers and adolescents reported on a variety of externalizing behaviors in grade 11 including aggression, violence, and trouble at school and with the police.<h4>Results</h4>A series of hierarchical linear regressions controlling for parents' marital status, socioeconomic status, and child temperament revealed significant interactions between physical discipline during the child's first five years of life and race in the prediction of 3 of the 7 adolescent externalizing outcomes assessed and significant interactions between physical discipline during grades 6 and 8 and race in the prediction of all 7 adolescent externalizing outcomes. Regression slopes showed that the experience of physical discipline at each time point was related to higher levels of subsequent externalizing behaviors for European American adolescents but lower levels of externalizing behaviors for African American adolescents.<h4>Conclusions</h4>There are race differences in long-term effects of physical discipline on externalizing behaviors problems. Different ecological niches may affect the manner in which parents use physical discipline, the meaning that children attach to the experience of physical discipline, and its effects on the adjustment of children and adolescents.}, Doi = {10.1111/j.1469-7610.2004.00273.x}, Key = {fds272114} } @article{fds272298, Author = {Miller-Johnson, and S, and Sullivan, and N, T and Simon, and R, T and Dodge, TMVPPKA and member}, Title = {Evaluating the impact of interventions in the Multisite Violence Prevention Study: Samples, procedures, and measures}, Journal = {American Journal of Preventive Medicine}, Volume = {26}, Number = {1 Suppl}, Pages = {48-61}, Year = {2004}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755208/}, Abstract = {This paper discusses the procedures and measures that were developed and utilized to evaluate the impact of the GREAT (Guiding Responsibility and Expectations in Adolescents Today and Tomorrow) programs in the Multisite Violence Prevention Project (MVPP). First, we describe the three different samples used to examine the impact of the programs, and the different sources of data used to assess these samples. Next, we outline procedures used to collect and manage the data. In the last section, we summarize the final set of measures selected for use in this study. Throughout the paper, we highlight ways in which the participating institutions collaborated to develop consistent procedures for use across the four sites. Overall, the paper provides important information related to the evaluation of violence prevention efforts, particularly for working effectively in multisite collaborative studies.}, Doi = {10.1016/j.amepre.2003.09.015}, Key = {fds272298} } @article{fds272036, Author = {Rosanbalm, KD and Dodge, KA and Murphy, R and O'Donnell, K and Christopoulos, C and Gibbs, SW and Appleyard, K and Daro, D}, Title = {Evaluation of a Collaborative Community-Based Child Maltreatment Prevention Initiative.}, Journal = {Prot Child}, Volume = {25}, Number = {4}, Pages = {8-23}, Year = {2010}, url = {http://hdl.handle.net/10161/7999 Duke open access}, Key = {fds272036} } @article{fds367703, Author = {Goodman, WB and Dodge, KA and Bai, Y and Murphy, RA and O'Donnell, K}, Title = {Evaluation of a Family Connects Dissemination to Four High-Poverty Rural Counties.}, Journal = {Matern Child Health J}, Volume = {26}, Number = {5}, Pages = {1067-1076}, Year = {2022}, Month = {May}, url = {http://dx.doi.org/10.1007/s10995-021-03297-y}, Abstract = {OBJECTIVES: Home visiting is a popular approach to improving the health and well-being of families with infants and young children in the United States; but, to date, no home visiting program has achieved population impact for families in rural communities. The current report includes evaluation results from the dissemination of a brief, universal postpartum home visiting program to four high-poverty rural counties. METHODS: The study utilized a quasi-experimental design. From Sept. 1, 2014-Dec. 31, 2015, families of all 994 resident births in four rural eastern North Carolina counties were assigned to receive Family Connects (FC; intervention group). A representative subsample of families participated in impact evaluation when the infants were 6 months old: 392 intervention group families and 126 families with infants born between Feb. 1, 2014-July 31, 2014 (natural comparison group). Data were analyzed preliminarily for reporting to funders in 2016 and, more comprehensively, using propensity score matching in 2020. RESULTS: Of FC-eligible families, 78% initiated participation; 83% of participating families completed the program (net completion = 65%). At age 6 months, intervention parents reported more community connections, more frequent use of community services, greater social support, and greater success with infants sleeping on their backs. Intervention infants had fewer total emergency department and urgent care visits. Intervention parents had more total emergency department and urgent care visits and (marginally) fewer overnights in the hospital. CONCLUSIONS FOR PRACTICE: FC can be implemented successfully in high-poverty rural communities with broad reach and positive benefits for infants and families.}, Doi = {10.1007/s10995-021-03297-y}, Key = {fds367703} } @misc{fds44856, Author = {Valente, E. and Dodge, K.A.}, Title = {Evaluation of prevention programs for children}, Pages = {183-218}, Booktitle = {Healthy children 2010: Establishing preventive services}, Publisher = {Thousand Oaks, CA: Sage}, Editor = {R.P. Weissberg and T.P. Gulotta and R.L. Hampton and S.A.Ryan and G.R. Adams}, Year = {1997}, Key = {fds44856} } @article{fds272153, Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE}, Title = {Evaluation of the first 3 years of the Fast Track prevention trial with children at high risk for adolescent conduct problems.}, Journal = {Journal of abnormal child psychology}, Volume = {30}, Number = {1}, Pages = {19-35}, Year = {2002}, Month = {February}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1023/a:1014274914287}, Abstract = {Fast Track is a conduct-problem prevention trial that derives its intervention from longitudinal research on how serious and chronic adolescent problem behaviors develop. Over 9,000 kindergarten children at 4 sites in 3 cohorts were screened, and 891 were identified as high risk and then randomly assigned to intervention or control groups. Beginning in Grade 1, high-risk children and their parents were asked to participate in a combination of social skills and anger-control training, academic tutoring, parent training, and home visiting. A multiyear universal classroom program was delivered to the core schools attended by these high-risk children. By the end of third grade, 37% of the intervention group was determined to be free of serious conduct-problem dysfunction, in contrast with 27% of the control group. Teacher ratings of conduct problems and official records of use of special education resources gave modest effect-size evidence that the intervention was preventing conduct problem behavior at school. Parent ratings provided additional support for prevention of conduct problems at home. Parenting behavior and children's social cognitive skills that had previously emerged as proximal outcomes at the end of the 1st year of intervention continued to show positive effects of the intervention at the end of third grade.}, Doi = {10.1023/a:1014274914287}, Key = {fds272153} } @article{fds271954, Author = {Witkiewitz, K and King, K and McMahon, RJ and Wu, J and Luk, J and Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and Pinderhughes, EE and Conduct Problems Prevention Research Group}, Title = {Evidence for a multi-dimensional latent structural model of externalizing disorders.}, Journal = {Journal of abnormal child psychology}, Volume = {41}, Number = {2}, Pages = {223-237}, Year = {2013}, Month = {February}, url = {http://www.ncbi.nlm.nih.gov/pubmed/22936218}, Abstract = {Strong associations between conduct disorder (CD), antisocial personality disorder (ASPD) and substance use disorders (SUD) seem to reflect a general vulnerability to externalizing behaviors. Recent studies have characterized this vulnerability on a continuous scale, rather than as distinct categories, suggesting that the revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) take into account the underlying continuum of externalizing behaviors. However, most of this research has not included measures of disorders that appear in childhood [e.g., attention-deficit/hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD)], nor has it considered the full range of possibilities for the latent structure of externalizing behaviors, particularly factor mixture models, which allow for a latent factor to have both continuous and categorical dimensions. Finally, the majority of prior studies have not tested multidimensional models. Using lifetime diagnoses of externalizing disorders from participants in the Fast Track Project (n = 715), we analyzed a series of latent variable models ranging from fully continuous factor models to fully categorical mixture models. Continuous models provided the best fit to the observed data and also suggested that a two-factor model of externalizing behavior, defined as (1) ODD+ADHD+CD and (2) SUD with adult antisocial behavior sharing common variance with both factors, was necessary to explain the covariation in externalizing disorders. The two-factor model of externalizing behavior was then replicated using a nationally representative sample drawn from the National Comorbidity Survey-Replication data (n = 5,692). These results have important implications for the conceptualization of externalizing disorders in DSM-5.}, Doi = {10.1007/s10802-012-9674-z}, Key = {fds271954} } @misc{fds272006, Author = {Dodge, KA and Albert, D}, Title = {Evolving science in adolescence: comment on Ellis et al. (2012).}, Journal = {Developmental psychology}, Volume = {48}, Number = {3}, Pages = {624-627}, Year = {2012}, Month = {May}, url = {http://www.ncbi.nlm.nih.gov/pubmed/22545848}, Abstract = {Ellis et al. (2012) bring an evolutionary perspective to bear on adolescent risky behavioral development, clinical practice, and public policy. The authors offer important insights that (a) some risky behaviors may be adaptive for the individual and the species by being hard-wired due to fitness benefits and (b) interventions might be more successful if they move with, rather than against, the natural tendencies of an adolescent. Ellis and colleagues criticize the field of developmental psychopathology, but we see the 2 fields as complementary. Their position would be enhanced by integrating it with contemporary perspectives on dynamic cascades through which normative behavior turns into genuinely maladaptive outcomes, dual processes in adolescent neural development, and adolescent decision making. Finally, they rightly note that innovation is needed in interventions and policies toward adolescent problem behavior.}, Doi = {10.1037/a0027683}, Key = {fds272006} } @article{fds304173, Author = {Bierman, KL and Nix, RL and Maples, JJ and Murphy, SA and Conduct Problems Prevention Research Group}, Title = {Examining clinical judgment in an adaptive intervention design: The fast track program.}, Journal = {Journal of consulting and clinical psychology}, Volume = {74}, Number = {3}, Pages = {468-481}, Year = {2006}, Month = {June}, ISSN = {0022-006X}, 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 = {fds304173} } @article{fds347770, Author = {Rothenberg, WA and Lansford, JE and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S}, Title = {Examining effects of mother and father warmth and control on child externalizing and internalizing problems from age 8 to 13 in nine countries.}, Journal = {Development and psychopathology}, Volume = {32}, Number = {3}, Pages = {1113-1137}, Year = {2020}, Month = {August}, url = {http://dx.doi.org/10.1017/s0954579419001214}, Abstract = {This study used data from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States; N = 1,315) to investigate bidirectional associations between parental warmth and control, and child externalizing and internalizing behaviors. In addition, the extent to which these associations held across mothers and fathers and across cultures with differing normative levels of parent warmth and control were examined. Mothers, fathers, and children completed measures when children were ages 8 to 13. Multiple-group autoregressive cross-lagged structural equation models revealed that evocative child-driven effects of externalizing and internalizing behavior on warmth and control are ubiquitous across development, cultures, mothers, and fathers. Results also reveal that parenting effects on child externalizing and internalizing behaviors, though rarer than child effects, extend into adolescence when examined separately in mothers and fathers. Father-based parent effects were more frequent than mother effects. Most parent- and child-driven effects appear to emerge consistently across cultures. The rare culture-specific parenting effects suggested that occasionally the effects of parenting behaviors that run counter to cultural norms may be delayed in rendering their protective effect against deleterious child outcomes.}, Doi = {10.1017/s0954579419001214}, Key = {fds347770} } @article{fds347001, Author = {Rothenberg, WA and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Maria Uribe Tirado, L and Yotanyamaneewong, S and Peña Alampay and L}, Title = {Examining effects of parent warmth and control on internalizing behavior clusters from age 8 to 12 in 12 cultural groups in nine countries.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {61}, Number = {4}, Pages = {436-446}, Year = {2020}, Month = {April}, url = {http://dx.doi.org/10.1111/jcpp.13138}, Abstract = {<h4>Background</h4>Studies of U.S. and European samples demonstrate that parental warmth and behavioral control predict child internalizing behaviors and vice versa. However, these patterns have not been researched in other cultures. This study investigates associations between parent warmth and control and three child-reported internalizing behavior clusters to examine this question.<h4>Methods</h4>Data from 12 cultural groups in 9 countries were used to investigate prospective bidirectional associations between parental warmth and control, and three child-reported internalizing behavior types: withdrawn/depressed, anxious/depressed, and somatic problems. Multiple-group structural equation modeling was used to analyze associations in children followed from ages 8 to 12.<h4>Results</h4>Parent warmth and control effects were most pervasive on child-reported withdrawn/depressed problems, somewhat pervasive on anxious/depressed problems and least pervasive on somatic problems. Additionally, parental warmth, as opposed to control, was more consistently associated with child-reported internalizing problems across behavior clusters. Child internalizing behavior effects on parental warmth and control appeared ubiquitously across cultures, and behaviors, but were limited to ages 8-10. Most effects were pancultural, but culture-specific effects emerged at ages 9-10 involving the associations between parent warmth and withdrawn/depressed and somatic behaviors.<h4>Conclusions</h4>Effects of parent warmth and control appear stronger on some types of child-reported internalizing behaviors. Associations are especially strong with regard to parental warmth across cultures, and culture-specific effects may be accounted for by cultural normativeness of parent warmth and child-reported somatic symptoms. Child internalizing behavior effects on subsequent parenting are common across cultures.}, Doi = {10.1111/jcpp.13138}, Key = {fds347001} } @article{fds271945, Author = {Berlin, LJ and Dodge, KA and Reznick, JS}, Title = {Examining pregnant women's hostile attributions about infants as a predictor of offspring maltreatment.}, Journal = {JAMA pediatrics}, Volume = {167}, Number = {6}, Pages = {549-553}, Year = {2013}, Month = {June}, ISSN = {2168-6203}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000319829700010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {<h4>Importance</h4>Child maltreatment is a serious public health problem that disproportionately affects infants and toddlers. In the interest of informing prevention and intervention efforts, this study examined pregnant women's attributions about infants as a risk factor for child maltreatment and harsh parenting during their children's first and second years. We also provide specific methods for practitioners to assess hostile attributions.<h4>Objective</h4>To evaluate pregnant women's hostile attributions about infants as a risk factor for early child maltreatment and harsh parenting.<h4>Design</h4>Prospective longitudinal study.<h4>Setting</h4>A small Southeastern city and its surrounding county.<h4>Participants</h4>A diverse, community-based sample of 499 pregnant women.<h4>Main outcomes and measures</h4>Official records of child maltreatment and mother-reported harsh parenting behaviors. Hostile attributions were examined in terms of women's beliefs about infants' negative intentions (eg, the extent to which infants purposefully dirty their diapers).<h4>Results</h4>Mothers' hostile attributions increased the likelihood that their child would be maltreated by the age of 26 months (adjusted odds ratio, 1.26 [90% CI, 1.02-1.56]). Mothers who made more hostile attributions during pregnancy reported engaging in more harsh parenting behaviors when their children were toddlers (β = 0.14, P < .05). Both associations were robust to the inclusion of 7 psychosocial covariates.<h4>Conclusions</h4>AND RELEVANCE: A pregnant woman's hostile attributions about infant's intentions signal risk for maltreatment and harsh parenting of her child during the first years of life. Practitioners' attention to women's hostile attributions may help identify those in need of immediate practitioner input and/or referral to parenting services.}, Doi = {10.1001/jamapediatrics.2013.1212}, Key = {fds271945} } @article{fds347772, Author = {Andrew Rothenberg and W and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Maria Uribe Tirado and L and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH}, Title = {Examining the internalizing pathway to substance use frequency in 10 cultural groups.}, Journal = {Addictive behaviors}, Volume = {102}, Pages = {106214}, Year = {2020}, Month = {March}, url = {http://dx.doi.org/10.1016/j.addbeh.2019.106214}, Abstract = {Use of alcohol, tobacco, and drugs (i.e., substance use) is a leading cause of global health burden for 10-to-24-year-olds, according to the World Health Organization's index of number of years of life lost, leading international health organizations to prioritize the prevention of substance use before it escalates in adolescence. Pathways defined by childhood externalizing symptoms and internalizing symptoms identify precursors to frequent substance use toward which interventions can be directed. However, these pathways are rarely examined beyond the United States and Europe. We investigated these pathways in our sample of 1083 children from 10 cultural groups followed from ages 8-14. We found that age-10 externalizing symptoms predicted more frequent mother-reported age-13 and self-reported age-14 substance use. We also found that a depressive pathway, marked by behavioral inhibition at age 8 and subsequent elevation in depressive symptoms across ages 8-12 predicted more frequent substance use at age 13 and 14. Additionally, we found a combined externalizing and internalizing pathway, wherein elevated age-9 depressive symptoms predicted elevated externalizing symptoms at age-10 which predicted greater peer support for use at age-12, which led to more frequent substance use at age-13 and -14. These pathways remained significant within the cultural groups we studied, even after controlling for differences in substance use frequency across groups. Additionally, cultures with greater opportunities for substance use at age-12 had more frequent adolescent substance use at age-13. These findings highlight the importance of disaggregating between- and within-culture effects in identifying the etiology of early adolescent substance use.}, Doi = {10.1016/j.addbeh.2019.106214}, Key = {fds347772} } @article{fds272108, Author = {Bierman, and L, K and Nix, and L, R and Maples, and J, J and Murphy, and A, S and Dodge, TCPPRGKA and member}, Title = {Examining the use of clinical judgment in the context of an adaptive intervention design: The Fast Track prevention program}, Journal = {Journal of Consulting and Clinical Psychology}, Volume = {74}, Number = {3}, Pages = {468-481}, Year = {2006}, ISSN = {0022-006X}, 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. Copyright 2006 by the American Psychological Association.}, Doi = {10.1037/0022-006X.74.3.468}, Key = {fds272108} } @article{fds347771, Author = {Chang, L and Lu, HJ and Lansford, JE and Bornstein, MH and Steinberg, L and Chen, B-B and Skinner, AT and Dodge, KA and Deater-Deckard, K and Bacchini, D and Pastorelli, C and Alampay, LP and Tapanya, S and Sorbring, E and Oburu, P and Al-Hassan, SM and Di Giunta and L and Malone, PS and Uribe Tirado and LM and Yotanyamaneewong, S}, Title = {External environment and internal state in relation to life-history behavioural profiles of adolescents in nine countries.}, Journal = {Proceedings. Biological sciences}, Volume = {286}, Number = {1917}, Pages = {20192097}, Year = {2019}, Month = {December}, url = {http://dx.doi.org/10.1098/rspb.2019.2097}, Abstract = {The external environment has traditionally been considered as the primary driver of animal life history (LH). Recent research suggests that animals' internal state is also involved, especially in forming LH behavioural phenotypes. The present study investigated how these two factors interact in formulating LH in humans. Based on a longitudinal sample of 1223 adolescents in nine countries, the results show that harsh and unpredictable environments and adverse internal states in childhood are each uniquely associated with fast LH behavioural profiles consisting of aggression, impulsivity, and risk-taking in adolescence. The external environment and internal state each strengthened the LH association of the other, but overall the external environment was more predictive of LH than was the internal state. These findings suggest that individuals rely on a multitude and consistency of sensory information in more decisively calibrating LH and behavioural strategies.}, Doi = {10.1098/rspb.2019.2097}, Key = {fds347771} } @article{fds315895, Author = {Deater-Deckard, K and Atzaba-Poria, N and Lansford, JE and Peña Alampay, L and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S}, Title = {Externalizing and Internalizing in the Transition to Adolescence: Multiple Risks, One World?}, Journal = {The Journal of Child Psychology and Psychiatry and Allied Disciplines}, Publisher = {Wiley: 12 months}, Year = {2016}, Month = {February}, ISSN = {1469-7610}, Key = {fds315895} } @article{fds272229, Author = {Deater Deckard and K and Dodge, KA}, Title = {Externalizing behavior problems and discipline revisited: Nonlinear effects and variation by culture, context, and gender}, Journal = {Psychological Inquiry}, Volume = {8}, Pages = {161-175}, Year = {1997}, url = {http://dx.doi.org/10.1207/s15327965pli0803_1}, Doi = {10.1207/s15327965pli0803_1}, Key = {fds272229} } @article{fds367205, Author = {Goulter, N and McMahon, RJ and Lansford, JE and Bates, JE and Dodge, KA and Max Crowley and D and Pettit, GS}, Title = {Externalizing psychopathology from childhood to early adolescence: Psychometric evaluation using latent variable and network modeling.}, Journal = {Psychological assessment}, Volume = {34}, Number = {11}, Pages = {1008-1021}, Year = {2022}, Month = {November}, url = {http://dx.doi.org/10.1037/pas0001163}, Abstract = {Applying both latent variable and network frameworks, we conducted a comprehensive psychometric evaluation of the diverse array of symptoms from three externalizing dimensions, including attention problems, aggressive behavior, and delinquency/rule-breaking of the Child Behavior Checklist (Achenbach, 1991) across six time points from childhood to early adolescence. We also examined sex differences. Participants (<i>N</i> = 1,339) were drawn from two multisite longitudinal studies: Fast Track and the Child Development Project. Parents reported on externalizing psychopathology in kindergarten and Grades 1, 2, 4, 5, and 7. Using exploratory structural equation modeling, we found almost uniformly excellent fit across time and samples. However, we also observed multiple cross-loadings and heterogeneity in terms of which symptoms cross-loaded across time points. Alternatively, using network modeling, we observed that symptoms of attention problems and aggressive behavior had stronger connections, relative to delinquency/rule-breaking, across time and samples. Significant differences in overall connectivity were found at early (kindergarten vs. Grade 1, Grade 1 vs. Grade 2) and late (Grade 5 vs. Grade 7) time points for the combined sample and only late time points for the male sample. In addition, the items <i>impulsive</i> and <i>lies or cheats</i> consistently displayed the greatest bridge strength, that is, symptom from one dimension that connects to symptoms from another dimension, across time and samples. Our results illustrate how two methods-latent variable and network modeling-provide important and complementary information on multidimensional constructs. Findings also inform understanding of externalizing psychopathology through childhood to early adolescence by identifying key symptoms, critical transition points, and possible transdiagnostic liabilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).}, Doi = {10.1037/pas0001163}, Key = {fds367205} } @misc{fds39750, Author = {Dodge, K.A.}, Title = {Facets of social interaction and the assessment of social competence in children}, Pages = {3-22}, Booktitle = {Children's peer relations: Issues in assessment and training}, Publisher = {New York: Springer-Verlag}, Editor = {B.H. Schneider and K.H. Rubin and J.E. Ledingham}, Year = {1985}, Key = {fds39750} } @article{fds272149, Author = {Criss, MM and Pettit, GS and Bates, JE and Dodge, KA and Lapp, AL}, Title = {Family adversity, positive peer relationships, and children's externalizing behavior: a longitudinal perspective on risk and resilience.}, Journal = {Child development}, Volume = {73}, Number = {4}, Pages = {1220-1237}, Year = {2002}, Month = {July}, ISSN = {0009-3920}, url = {http://dx.doi.org/10.1111/1467-8624.00468}, Abstract = {Peer acceptance and friendships were examined as moderators in the link between family adversity and child externalizing behavioral problems. Data on family adversity (i.e., ecological disadvantage, violent marital conflict, and harsh discipline) and child temperament and social information processing were collected during home visits from 585 families with 5-year-old children. Children's peer acceptance, friendship, and friends' aggressiveness were assessed with sociometric methods in kindergarten and grade 1. Teachers provided ratings of children's externalizing behavior problems in grade 2. Peer acceptance served as a moderator for all three measures of family adversity, and friendship served as a moderator for harsh discipline. Examination of regression slopes indicated that family adversity was not significantly associated with child externalizing behavior at high levels of positive peer relationships. These moderating effects generally were not qualified by child gender, ethnicity, or friends' aggressiveness, nor were they accounted for by child temperament or social information-processing patterns. The need for process-oriented studies of risk and protective factors is stressed.}, Doi = {10.1111/1467-8624.00468}, Key = {fds272149} } @article{fds38983, Author = {Bates, J.E. and Pettit, G.S. and Dodge, K.A.}, Title = {Family and child factors in stability and change in children's aggressiveness in elementary school}, Pages = {124-138}, Booktitle = {Coercion and punishment in long-term perspectives}, Publisher = {New York: Cambridge University Press}, Editor = {J. McCord}, Year = {1995}, Key = {fds38983} } @article{fds376229, Author = {Bustos, B and Lopez, M and Dodge, KA and Lansford, JE and Copeland, WE and Odgers, CL and Bruckner, TA}, Title = {Family cash transfers in childhood and birthing persons and birth outcomes later in life.}, Journal = {SSM Popul Health}, Volume = {25}, Pages = {101623}, Year = {2024}, Month = {March}, url = {http://dx.doi.org/10.1016/j.ssmph.2024.101623}, Abstract = {Much literature in the US documents an intergenerational transmission of birthing person and perinatal morbidity in socioeconomically disadvantaged groups. A separate line of work indicates that family cash transfers may improve life chances of low-income families well into adulthood. By exploiting a quasi-random natural experiment of a large family cash transfer among a southeastern American Indian (AI) tribe in rural North Carolina, we examine whether a "perturbation" in socioeconomic status during childhood improves birthing person/perinatal outcomes when they become parents themselves. We acquired birth records on 6805 AI and non-AI infants born from 1995 to 2018. Regression methods to examine effect modification tested whether the birthing person's American Indian (AI) status and exposure to the family cash transfer during their childhood years corresponds with improvements in birthing person and perinatal outcomes. Findings show an increase in age at childbearing (coef: 0.15 years, 95% confidence interval [CI]: 0.05, 0.25) and a decrease in pre-pregnancy body mass index (BMI; coef: -0.42, 95% CI: -0.76, -0.09) with increased duration of cash transfer exposure during childhood. The odds of large-for-gestational age at delivery, as well as mean infant birthweight, is also reduced among AI births whose birthing person had relatively longer duration of exposure to the cash transfer. We, however, observe no relation with other birthing person/perinatal outcomes (e.g., tobacco use during pregnancy, preterm birth). In this rural AI population, cash transfers in one generation correspond with improved birthing person and infant health in the next generation.}, Doi = {10.1016/j.ssmph.2024.101623}, Key = {fds376229} } @article{fds272121, Author = {Milan, and S, and Pinderhughes, and E, E and Dodge, TCPPRGKA and member}, Title = {Family instability and child maladjustment trajectories during elementary school}, Journal = {Journal of Abnormal Child Psychology}, Volume = {34}, Number = {1}, Pages = {43-56}, Year = {2006}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/s10802-005-9007-6}, Abstract = {This study examines the relation between family instability and child maladjustment over a 6-year period in 369 children from four communities. Measures were collected annually from kindergarten through fifth grade. In associative growth curve models, family instability trajectories predicted children's externalizing and internalizing behavior trajectories during this time period. High levels of family instability also incrementally predicted the likelihood of meeting criteria for a DSM IV diagnosis during elementary school, above and beyond prediction from earlier measures of maladjustment. However, the timing of family instability had a different effect on externalizing versus internalizing disorders. In general, stronger relations were found between family instability and externalizing behaviors relative to internalizing behaviors, although children with comorbid disorders experienced the highest levels of family instability.}, Doi = {10.1007/s10802-005-9007-6}, Key = {fds272121} } @article{fds272269, Author = {Pettit, GS and Bates, JE and Dodge, KA}, Title = {Family interaction patterns and children's conduct problems at home and school: A longitudinal perspective}, Journal = {School Psychology Review}, Volume = {22}, Pages = {401-418}, Year = {1993}, Key = {fds272269} } @article{fds272266, Author = {Pettit, GS and Harrist, AW and Bates, JE and Dodge, KA}, Title = {Family interaction, social cognition, and children's subsequent relations}, Journal = {Journal of Social and Personal Relationships}, Volume = {8}, Number = {3}, Pages = {383-402}, Year = {1991}, url = {http://dx.doi.org/10.1177/0265407591083005}, Abstract = {This study examined relations among family interaction qualities and children's social cognitions and subsequent social competence with peers. Thirty five-year-old children (fifteen boys) and their families were observed in their homes and the children were administered a social cognitive assessment battery during the summer prior to the children's entry into kindergarten. Interactional episodes were coded in terms of the degree of observed parent-child responsiveness, coerciveness and intrusiveness. Social cognitive measures consisted of self-efficacy and outcome expectations regarding aggressive and competent responding to hypothetical conflicts. Children's subsequent relations with peers in kindergarten were evaluated on the basis of teacher ratings. Social competence with peers was predicted by responsive family interactions and lower self-efficacy scores for both aggressive and competent responding. Aggression with peers was predicted by coercive and intrusive family interactions and higher self-efficacy scores for aggressive responding. Regression analyses suggested that the social cognitive patterns mediated the relation between family interaction and children's social behavior. Implications of these findings are discussed with respect to the role of family interaction patterns in the social transmission of interpersonal style. © 1991, Sage Publications. All rights reserved.}, Doi = {10.1177/0265407591083005}, Key = {fds272266} } @article{fds271949, Author = {Alonso-Marsden, S and Dodge, KA and O'Donnell, KJ and Murphy, RA and Sato, JM and Christopoulos, C}, Title = {Family risk as a predictor of initial engagement and follow-through in a universal nurse home visiting program to prevent child maltreatment.}, Journal = {Child Abuse Negl}, Volume = {37}, Number = {8}, Pages = {555-565}, Year = {2013}, Month = {August}, ISSN = {0145-2134}, url = {http://www.ncbi.nlm.nih.gov/pubmed/23660409}, Abstract = {OBJECTIVE: As nurse home visiting to prevent child maltreatment grows in popularity with both program administrators and legislators, it is important to understand engagement in such programs in order to improve their community-wide effects. This report examines family demographic and infant health risk factors that predict engagement and follow-through in a universal home-based maltreatment prevention program for new mothers in Durham County, North Carolina. METHODS: Trained staff members attempted to schedule home visits for all new mothers during the birthing hospital stay, and then nurses completed scheduled visits three to five weeks later. Medical record data was used to identify family demographic and infant health risk factors for maltreatment. These variables were used to predict program engagement (scheduling a visit) and follow-through (completing a scheduled visit). RESULTS: Program staff members were successful in scheduling 78% of eligible families for a visit and completing 85% of scheduled visits. Overall, 66% of eligible families completed at least one visit. Structural equation modeling (SEM) analyses indicated that high demographic risk and low infant health risk were predictive of scheduling a visit. Both low demographic and infant health risk were predictive of visit completion. CONCLUSIONS: Findings suggest that while higher demographic risk increases families' initial engagement, it might also inhibit their follow-through. Additionally, parents of medically at-risk infants may be particularly difficult to engage in universal home visiting interventions. Implications for recruitment strategies of home visiting programs are discussed.}, Doi = {10.1016/j.chiabu.2013.03.012}, Key = {fds271949} } @article{fds315894, Author = {Lansford, JE and Godwin, J and Zelli, A and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Peña Alampay and L and Uribe Tirado, LM}, Title = {Family- and Culture-Level Predictors of Social Competence, Prosocial Behavior, and Academic Achievement in Nine Countries}, Journal = {Child Development}, Publisher = {Wiley: 24 months}, Year = {2016}, Month = {February}, ISSN = {1467-8624}, Key = {fds315894} } @article{fds39000, Author = {McMahon, R.J. and Slough, N. and the Conduct Problems Prevention Research Group (K.A. Dodge and member)}, Title = {Family-based intervention in the FAST Track Program}, Pages = {90-110}, Booktitle = {Preventing childhood disorders, substance use, and delinquency}, Publisher = {Thousand Oaks, CA: Sage}, Editor = {R. Dev. Peters and R.J. McMahon}, Year = {1996}, Key = {fds39000} } @article{fds367845, Author = {Lansford, JE and Godwin, J and Copeland, WE and Dodge, KA and Odgers, CL and Rothenberg, WA and Rybińska, A and Conduct Problems Prevention Research Group}, Title = {Fast Track intervention effects on family formation.}, Journal = {J Fam Psychol}, Volume = {37}, Number = {1}, Pages = {54-64}, Year = {2023}, Month = {February}, url = {http://dx.doi.org/10.1037/fam0001039}, Abstract = {The present study examines whether the Fast Track (FT) intervention, a 10-year randomized controlled trial with children at risk for conduct problems, affects family formation in adulthood, as indexed by partnerships, parenthood, and family structure, and whether the intervention effect differs across participants' gender and race/ethnicity. Participants included 891 children (intervention n = 445; control n = 446; 69% male; 51% Black, 47% White) who were recruited in kindergarten and followed to age 32 or 34 (80% participation of still-living participants), when they reported on their romantic partnerships, parenthood, and family structure. Controlling for numerous covariates that are related to family formation, intervention participants were more likely than those in the control group to be married rather than single and to have a larger number of children; the intervention and control groups did not differ on cohabitation status, age at first marriage, whether they had ever been divorced, their likelihood of being a parent, the age at which they first became a parent, the spacing of births, family structure (partnered or not, with or without children), or in whether they were residentially independent of their parents and grandparents. Intervention effects were not moderated by gender, but race/ethnicity moderated the effect of the intervention on the probability of having any children and the number of children. These findings suggest that several elements of family formation may remain unchanged by an intervention that changes many other behavioral and psychological trajectories of participants. (PsycInfo Database Record (c) 2023 APA, all rights reserved).}, Doi = {10.1037/fam0001039}, Key = {fds367845} } @article{fds272042, Author = {Conduct Problems Prevention Research Group}, Title = {Fast Track intervention effects on youth arrests and delinquency.}, Journal = {Journal of experimental criminology}, Volume = {6}, Number = {2}, Pages = {131-157}, Year = {2010}, Month = {June}, ISSN = {1573-3750}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000295470600002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This paper examines the effects of the Fast Track preventive intervention on youth arrests and self-reported delinquent behavior through age 19. High-risk youth randomly assigned to receive a long-term, comprehensive preventive intervention from 1st grade through 10th grade at four sites were compared to high-risk control youth. Findings indicated that random assignment to Fast Track reduced court-recorded juvenile arrest activity based on a severity weighted sum of juvenile arrests. Supplementary analyses revealed an intervention effect on the reduction in the number of court-recorded moderate-severity juvenile arrests, relative to control children. In addition, among youth with higher initial behavioral risk, the intervention reduced the number of high-severity adult arrests relative to the control youth. Survival analyses examining the onset of arrests and delinquent behavior revealed a similar pattern of findings. Intervention decreased the probability of any juvenile arrest among intervention youth not previously arrested. In addition, intervention decreased the probability of a self-reported high-severity offense among youth with no previous self-reported high-severity offense. Intervention effects were also evident on the onset of high-severity court-recorded adult arrests among participants, but these effects varied by site. The current findings suggest that comprehensive preventive intervention can prevent juvenile arrest rates, although the presence and nature of intervention effects differs by outcome.}, Doi = {10.1007/s11292-010-9091-7}, Key = {fds272042} } @article{fds272091, Author = {Winn, DM and Newall, E and Coie, JD and Bierman, K and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ}, Title = {Fast Track morphs into OnTrack: The dissemination of a conduct prevention program in Manchester, England}, Journal = {Child and Family Policy Review}, Volume = {3}, Number = {1}, Pages = {7-10}, Year = {2007}, url = {http://hdl.handle.net/10161/8001 Duke open access}, Key = {fds272091} } @article{fds272093, Author = {CONDUCT PROBLEMS PREVENTION RESEARCH GROUP, and Dodge, KA}, Title = {Fast track randomized controlled trial to prevent externalizing psychiatric disorders: findings from grades 3 to 9.}, Journal = {Journal of the American Academy of Child and Adolescent Psychiatry}, Volume = {46}, Number = {10}, Pages = {1250-1262}, Year = {2007}, Month = {October}, ISSN = {0890-8567}, 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 = {fds272093} } @misc{fds363751, Author = {Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE}, Title = {Fast Track Randomized Controlled Trial to Prevent Externalizing Psychiatric Disorders: Findings From Grades 3 to 9: Conduct problems prevention research group}, Pages = {97-109}, Booktitle = {Effective Interventions for Children in Need}, Year = {2017}, Month = {January}, ISBN = {9780754628255}, 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 = {fds363751} } @misc{fds45888, Author = {Dishion, T.J. and Dodge, K.A. and Lansford, J.E.}, Title = {Findings and recommendations: A blueprint to minimize deviant peer influence in youth interventions and programs}, Pages = {366-394}, Booktitle = {Deviant peer influences in programs for youth: Problems and solutions}, Publisher = {Guilford Press}, Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford}, Year = {2006}, Key = {fds45888} } @article{fds335172, Author = {Michaels, R}, Title = {Foreword}, Volume = {39}, Number = {6}, Pages = {1107-}, Year = {2014}, url = {http://dx.doi.org/10.1109/TGRS.2001.927415}, Doi = {10.1109/TGRS.2001.927415}, Key = {fds335172} } @article{fds271995, Author = {Coleman, D and Dodge, K}, Title = {Foreword: Corporal Punishment of Children}, Journal = {Law & Contemporary Problems}, Volume = {73}, Number = {2}, Pages = {i-iv}, Year = {2010}, ISSN = {0023-9186}, Key = {fds271995} } @article{fds272010, Author = {Lansford, JE and Wager, LB and Bates, JE and Pettit, GS and Dodge, KA}, Title = {Forms of Spanking and Children's Externalizing Behaviors.}, Journal = {Family relations}, Volume = {61}, Number = {2}, Pages = {224-236}, Year = {2012}, Month = {April}, ISSN = {0197-6664}, url = {http://www.ncbi.nlm.nih.gov/pubmed/22544988}, Abstract = {Research suggests that corporal punishment is related to higher levels of child externalizing behavior, but there has been controversy regarding whether infrequent, mild spanking predicts child externalizing or whether more severe and frequent forms of corporal punishment account for the link. Mothers rated the frequency with which they spanked and whether they spanked with a hand or object when their child was 6, 7, and 8 years old. Mothers and teachers rated children's externalizing behaviors at each age. Analyses of covariance revealed higher levels of mother-reported externalizing behavior for children who experienced harsh spanking. Structural equation models for children who experienced no spanking or mild spanking only revealed that spanking was related to concurrent and prior, but not subsequent, externalizing. Mild spanking in one year was a risk factor for harsh spanking in the next year. Findings are discussed in the context of efforts to promote children's rights to protection.}, Doi = {10.1111/j.1741-3729.2011.00700.x}, Key = {fds272010} } @misc{fds357218, Author = {Rothenberg, WA and Zietz, S and Lansford, JE and Bornstein, MH and Deater-Deckard, K and Dodge, KA and Malone, PS and Skinner, AT and Steinberg, L}, Title = {Four domains of parenting in three ethnic groups in the United States}, Pages = {193-226}, Booktitle = {Parenting Across Cultures from Childhood to Adolescence: Development in Nine Countries}, Year = {2021}, Month = {February}, ISBN = {9780367462314}, Key = {fds357218} } @article{fds272074, Author = {Dodge, KA}, Title = {Framing public policy and prevention of chronic violence in American youths.}, Journal = {The American psychologist}, Volume = {63}, Number = {7}, Pages = {573-590}, Year = {2008}, Month = {October}, ISSN = {0003-066X}, url = {http://www.ncbi.nlm.nih.gov/pubmed/18855489}, Keywords = {aggressive behavior • frame analysis • prevention • public policy}, Abstract = {Metaphors can both inspire and mislead the public. Current metaphors for youth violence are inconsistent with scientific evidence about how chronic violence develops and evoke inaccurate or harmful reactions. Popular, problematic metaphors include superpredator, quarantining the contagious, corrective surgery, man as computer, vaccine, and chronic disease. Four new metaphors that more accurately reflect the science of child development are proposed to shape the field. Preventive dentistry offers a lifelong system of universal, selected, and indicated intervention policies. Cardiovascular disease offers concepts of distal risk factors, proximal processes, equifinality and multifinality, and long-term prevention. The Centers for Disease Control and Prevention's public health model focuses on injury and the victim to elicit popular support. Public education for illiteracy offers concepts of long-term universal education coupled with specialized help for high-risk youths and goes beyond metaphor to represent a truly applicable framework. Research is proposed to test the scientific merit for and public receptivity to these metaphors.}, Doi = {10.1037/0003-066x.63.7.573}, Key = {fds272074} } @article{fds272160, Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. The Conduct Problems Prevention Research Group.}, Journal = {Developmental Psychology}, Volume = {36}, Number = {5}, Pages = {646-662}, Year = {2000}, ISSN = {0012-1649}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000089047400010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {Two prospective investigations of the moderating role of dyadic friendship in the developmental pathway to peer victimization are reported. In Study 1, the preschool home environments (i.e., harsh discipline, marital conflict, stress, abuse, and maternal hostility) of 389 children were assessed by trained interviewers. These children were then followed into the middle years of elementary school, with peer victimization, group social acceptance, and friendship assessed annually with a peer nomination inventory. In Study 2, the home environments of 243 children were assessed in the summer before 1st grade, and victimization, group acceptance, and friendship were assessed annually over the next 3 years. In both studies, early harsh, punitive, and hostile family environments predicted later victimization by peers for children who had a low number of friendships. However, the predictive associations did not hold for children who had numerous friendships. These findings provide support for conceptualizations of friendship as a moderating factor in the pathways to peer group victimization.}, Doi = {10.1037/0012-1649.36.5.646}, Key = {fds272160} } @article{fds272133, Author = {Lansford, JE and Criss, MM and Pettit, GS and Dodge, KA and Bates, JE}, Title = {Friendship Quality, Peer Group Affiliation, and Peer Antisocial Behavior as Moderators of the Link Between Negative Parenting and Adolescent Externalizing Behavior.}, Journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, Volume = {13}, Number = {2}, Pages = {161-184}, Year = {2003}, Month = {May}, ISSN = {1050-8392}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20209019}, Abstract = {Quality of peer relationships and perceived peer antisocial behavior were examined as moderators of the link between negative parenting and externalizing behavior problems in school from middle childhood to early adolescence. Data on negative parenting (i.e., unilateral parental decision making, low supervision and awareness, and harsh discipline) were collected from 362 parents in the summer preceding the adolescents' entry into Grade 6. Adolescent reports of positive peer relationships and peer antisocial behavior were assessed in the winter of Grade 7. The outcome measure was teacher report of adolescent externalizing behavior in the spring of Grade 7, controlling for externalizing behavior in Grade 5. High levels of friendship quality and peer group affiliation attenuated the association between unilateral parental decision making and adolescent externalizing behavior in school; this was particularly true when adolescents associated with peers perceived to be low in antisocial behavior. In addition, having low-quality peer relationships and having peers perceived to be highly antisocial further amplified the association between unilateral parental decision making and adolescent externalizing behavior problems. Finally, high levels of friend and peer group antisocial behavior exacerbated the predictiveness of harsh discipline for adolescents' externalizing behavior.}, Doi = {10.1111/1532-7795.1302002}, Key = {fds272133} } @article{fds272075, Author = {Schwartz, D and Gorman, AH and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Friendships with peers who are low or high in aggression as moderators of the link between peer victimization and declines in academic functioning.}, Journal = {Journal of abnormal child psychology}, Volume = {36}, Number = {5}, Pages = {719-730}, Year = {2008}, Month = {July}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/s10802-007-9200-x}, Abstract = {This paper reports two prospective investigations of the role of friendship in the relation between peer victimization and grade point averages (GPA). Study 1 included 199 children (105 boys, 94 girls; mean age of 9.1 years) and Study 2 included 310 children (151 boys, 159 girls; mean age of 8.5 years). These children were followed for two school years. In both projects, we assessed aggression, victimization, and friendship with a peer nomination inventory, and we obtained children's GPAs from a review of school records. Peer victimization was associated with academic declines only when children had either a high number of friends who were above the classroom mean on aggression or a low number of friends who were below the classroom mean on aggression. These results highlight the importance of aggression levels among friends for the academic adjustment of victimized children.}, Doi = {10.1007/s10802-007-9200-x}, Key = {fds272075} } @article{fds271934, Author = {Ladd, HF and Muschkin, CG and Dodge, KA}, Title = {From birth to school: Early childhood initiatives and third-grade outcomes in North Carolina}, Journal = {Journal of Policy Analysis and Management}, Volume = {33}, Number = {1}, Pages = {162-187}, Year = {2014}, Month = {December}, ISSN = {0276-8739}, url = {http://dx.doi.org/10.1002/pam.21734}, Abstract = {This study examines the community-wide effects of two statewide early childhood policy initiatives in North Carolina. One initiative provides funding to improve the quality of child care services at the county level for all children between the ages of 0 to 5, and the other provides funding for preschool slots for disadvantaged four-year-olds. Differences across counties in the timing of the rollout and in the magnitude of the state financial investments per child provide the variation in programs needed to estimate their effects on schooling outcomes in third grade. We find robust positive effects of each program on third-grade test scores in both reading and math. These effects can best be explained by a combination of direct benefits for participants and spillover benefits for others. Our preferred models suggest that the combined average effects on test scores of investments in both programs at 2009 funding levels are equivalent to two to four months of instruction in grade 3. © 2013 by the Association for Public Policy Analysis and Management.}, Doi = {10.1002/pam.21734}, Key = {fds271934} } @article{fds317258, Author = {Ladd, HF and Muschkin, CG and Dodge, KA}, Title = {From Birth to School: Early Childhood Initiatives and Third-Grade Outcomes in North Carolina}, Journal = {Journal of Policy Analysis and Management}, Volume = {33}, Number = {1}, Pages = {162-187}, Publisher = {WILEY}, Year = {2013}, ISSN = {0276-8739}, url = {http://dx.doi.org/10.1002/pam.21734}, Abstract = {This study examines the community-wide effects of two statewide early childhood policy initiatives in North Carolina. One initiative provides funding to improve the quality of child care services at the county level for all children between the ages of 0 to 5, and the other provides funding for preschool slots for disadvantaged four-year-olds. Differences across counties in the timing of the rollout and in the magnitude of the state financial investments per child provide the variation in programs needed to estimate their effects on schooling outcomes in third grade. We find robust positive effects of each program on third-grade test scores in both reading and math. These effects can best be explained by a combination of direct benefits for participants and spillover benefits for others. Our preferred models suggest that the combined average effects on test scores of investments in both programs at 2009 funding levels are equivalent to two to four months of instruction in grade 3. © 2013 by the Association for Public Policy Analysis and Management.}, Doi = {10.1002/pam.21734}, Key = {fds317258} } @article{fds330210, Author = {Sorensen, LC and Cook, PJ and Dodge, KA}, Title = {From Parents to Peers: Trajectories in Sources of Academic Influence Grades 4 to 8}, Journal = {Educational Evaluation and Policy Analysis}, Volume = {39}, Number = {4}, Pages = {697-711}, Publisher = {American Educational Research Association (AERA)}, Year = {2017}, Month = {December}, url = {http://dx.doi.org/10.3102/0162373717708335}, Abstract = {Prior research and anecdotal evidence from educators suggest that classroom peers play a meaningful role in how students learn. However, the literature has failed to consider the dynamic and context-dependent nature of classroom peer influence. Developmental psychology theories suggest that peer influence will increase and family influence will decrease as children enter adolescence. This study uses rich administrative data from North Carolina in 2006 to 2012, matching students to all peers in each of their courses in third through eighth grades. The analysis identifies trends in the magnitude of classroom peer effects across grade levels, with special attention to controlling for confounding factors such as simultaneous influence, student–classroom sorting, nonlinearity, and school-type effects. Consistent with psychological theories about adolescence, our findings indicate that the effect of average peer quality multiplies by a factor of nearly 3 for reading and 5 for math between fourth grade and seventh grade; contemporaneously, family socioeconomic status effects on academic performance nearly vanish by the end of middle school. We uncover additional evidence that ability grouping, while often harmful in an elementary school setting, becomes increasingly beneficial in later grades—particularly for math subjects.}, Doi = {10.3102/0162373717708335}, Key = {fds330210} } @article{fds335171, Author = {Muschkin, CG and Ladd, HF and Dodge, KA and Bai, Y}, Title = {Gender Differences in the Impact of North Carolina’s Early Care and Education Initiatives on Student Outcomes in Elementary School}, Journal = {Educational Policy}, Volume = {34}, Number = {2}, Pages = {377-407}, Year = {2020}, Month = {March}, url = {http://dx.doi.org/10.1177/0895904818773901}, Abstract = {Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the community-wide effects of two statewide initiatives in North Carolina on gender differences in academic outcomes in Grades 3 to 5, using administrative student data and information on variation in program availability across counties and over time. We find that although investments in early care and education programs produce significant gains in math and reading skills on average for all children, boys experience larger program-related gains than girls. Moreover, the greatest gains among boys emerge for those from less advantaged families. In contrast, the large and statistically significant reductions in special education placements induced by these early childhood program do not differ consistently by gender.}, Doi = {10.1177/0895904818773901}, Key = {fds335171} } @article{fds272016, Author = {van Ijzendoorn, MH and Bakermans-Kranenburg, MJ and Belsky, J and Beach, S and Brody, G and Dodge, KA and Greenberg, M and Posner, M and Scott, S}, Title = {Gene-by-environment experiments: a new approach to finding the missing heritability.}, Journal = {Nature reviews. Genetics}, Volume = {12}, Number = {12}, Pages = {881}, Year = {2011}, Month = {November}, ISSN = {1471-0056}, url = {http://dx.doi.org/10.1038/nrg2764-c1}, Doi = {10.1038/nrg2764-c1}, Key = {fds272016} } @article{fds271989, Author = {Poulton, R and Martin, NG and Uher, R and Rutter, M and Kleeberger, SR and Dodge, KA and Martinez, FD and Kotb, M and Snieder, H and Reeve, A and Braithwaite, A}, Title = {General discussion II}, Journal = {Novartis Foundation Symposium}, Volume = {293}, Pages = {122-127}, Year = {2008}, Month = {November}, ISSN = {1528-2511}, Key = {fds271989} } @misc{fds271961, Author = {Singh, AL and D'Onofrio, BM and Bates, JE and Dick, D and Pettit, GS and Dodge, KA and Lansford, JE}, Title = {Genetic and environmental risk factors for depression: A developmental GxE approach}, Journal = {BEHAVIOR GENETICS}, Volume = {39}, Number = {6}, Pages = {681-681}, Publisher = {SPRINGER}, Year = {2009}, Month = {November}, ISSN = {0001-8244}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000272027300144&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Key = {fds271961} } @article{fds271960, Author = {Dick, DM and Latendresse, SJ and Budde, J and Goate, A and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Genetic Influences on Developmental Trajectories of Externalizing Behavior: Data from the Child Development Project}, Journal = {BEHAVIOR GENETICS}, Volume = {38}, Number = {6}, Pages = {621-622}, Publisher = {SPRINGER}, Year = {2008}, Month = {November}, ISSN = {0001-8244}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000260539000044&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Doi = {10.1007/s10519-008-9228-x}, Key = {fds271960} } @article{fds271962, Author = {Latendresse, SJ and Budde, J and Goate, A and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE and Dick, DM}, Title = {Genotypic associations with externalizing trajectories: Examining moderation by adverse socialization environments}, Journal = {BEHAVIOR GENETICS}, Volume = {38}, Number = {6}, Pages = {634-635}, Publisher = {SPRINGER}, Year = {2008}, Month = {November}, ISSN = {0001-8244}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000260539000089&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Doi = {10.1007/s10519-008-9228-x}, Key = {fds271962} } @article{fds332381, Author = {Zheng, Y and Albert, D and McMahon, RJ and Dodge, K and Dick, D and Conduct Problems Prevention Research Group}, Title = {Glucocorticoid Receptor (NR3C1) Gene Polymorphism Moderate Intervention Effects on the Developmental Trajectory of African-American Adolescent Alcohol Abuse.}, Journal = {Prevention science : the official journal of the Society for Prevention Research}, Volume = {19}, Number = {1}, Pages = {79-89}, Year = {2018}, Month = {January}, 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 = {fds332381} } @book{fds200470, Author = {Kusche, C.A. and Greenberg, M.T. and Conduct Problems Prevention Research Group}, Title = {Grade level PATHS (Grades1-2)}, Publisher = {South Deerfield, MA: Channing-Bete Co.}, Year = {2011}, Keywords = {child maltreatment • problem behaviors}, Key = {fds200470} } @book{fds200471, Author = {Kusche, C.A. and Greenberg, M.T. and Conduct Problems Prevention Research Grou}, Title = {Grade level PATHS (Grades3-4)}, Publisher = {South Deerfield, MA: Channing-Bete Co.}, Year = {2011}, Key = {fds200471} } @misc{fds39733, Author = {Coie, J.D. and Dodge, K.A. and Kupersmidt, J.}, Title = {Group behavior and social status}, Pages = {17-59}, Booktitle = {Peer rejection in childhood: Origins, consequences, and intervention}, Publisher = {New York: Cambridge University Press}, Editor = {S.R. Asher and J.D. Coie}, Year = {1990}, Key = {fds39733} } @article{fds272261, Author = {DeRosier, ME and Cillessen, AH and Coie, JD and Dodge, KA}, Title = {Group social context and children's aggressive behavior.}, Journal = {Child development}, Volume = {65}, Number = {4}, Pages = {1068-1079}, Year = {1994}, Month = {August}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/7956465}, Abstract = {Very little is known about the influence of the social-psychological context on children's aggressive behavior. The purpose of this research was to examine the interrelations of group contextual factors and the occurrence of aggressive behavior in 22 experimental play groups of 7- and 9-year-old African-American boys. Group context was examined before, during, and after an aggressive act as well as during nonaggressive periods. The results showed that there are dimensions of group context (i.e., negative affect, high aversive behavior, high activity level, low group cohesion, competitiveness) that were related to the occurrence of aggressive behavior between 2 children in the group. Group context influenced how children reacted to aggression between its members (e.g., siding with the victim), which in turn influenced the quality of the postaggression group atmosphere. This study suggests that individual-within-context information be incorporated into theories of aggression among children.}, Doi = {10.1111/j.1467-8624.1994.tb00803.x}, Key = {fds272261} } @article{fds271957, Author = {Dodge, KA}, Title = {Handbook of Clinical Child Neuropsychology, 3rd ed}, Journal = {The Journal of Clinical Psychiatry}, Volume = {72}, Number = {05}, Pages = {726-726}, Publisher = {Physicians Postgraduate Press, Inc}, Year = {2011}, Month = {May}, ISSN = {0160-6689}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000291240600027&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Doi = {10.4088/jcp.10bk06741}, Key = {fds271957} } @article{fds272131, Author = {Chang, LE and Schwartz, D and Dodge, KA and McBride Chang, CA}, Title = {Harsh Parenting in Relation to Child Emotion Regulation and Aggression}, Journal = {Journal of Family Psychology}, Volume = {17}, Number = {4}, Pages = {598-606}, Year = {2003}, ISSN = {0893-3200}, url = {http://dx.doi.org/10.1037/0893-3200.17.4.598}, Abstract = {This study presents a model of harsh parenting that has an indirect effect, as well as a direct effect, on child aggression in the school environment through the mediating process of child emotion regulation. Tested on a sample of 325 Chinese children and their parents, the model showed adequate goodness of fit. Also investigated were interaction effects between parents' and children's gender. Mothers' harsh parenting affected child emotion regulation more strongly than fathers', whereas harsh parenting emanating from fathers had a stronger effect on child aggression. Fathers' harsh parenting also affected sons more than daughters, whereas there was no gender differential effect with mothers' harsh parenting. These results are discussed with an emphasis on negative emotionality as a potentially common cause of family perturbations, including parenting and child adjustment problems.}, Doi = {10.1037/0893-3200.17.4.598}, Key = {fds272131} } @article{fds361753, Author = {Rybińska, A and Best, DL and Goodman, WB and Weindling, W and Dodge, KA}, Title = {Home Visiting Services During the COVID-19 Pandemic: Program Activity Analysis for Family Connects.}, Journal = {Matern Child Health J}, Volume = {26}, Number = {1}, Pages = {70-78}, Year = {2022}, Month = {January}, url = {http://dx.doi.org/10.1007/s10995-021-03337-7}, Abstract = {PURPOSE: Early reports highlighted challenges in delivering home visiting programs virtually during the COVID-19 pandemic but the extent of the changes in program implementation and their implications remains unknown. We examine program activity and families' perceptions of virtual home visiting during the first nine months of the pandemic using implementation data for Family Connects (FC), an evidence-based and MIECHV-eligible, postpartum nurse home visiting program. DESCRIPTION: Aggregate program implementation data for five FC sites for January-November of 2019 and 2020 are compared. The COVID-19 Modification Survey is used to analyze families' reactions to virtual program delivery. ASSESSMENT: Post-pandemic onset, FC's program completion rates amounted to 86% of the pre-pandemic activity level. Activity in key components of the intervention-home-visitor education and referrals to community agencies-was maintained at 98% and 87% of the pre-pandemic level respectively. However, education and referrals rates declined among families of color and low-income families. Finally, families reported a positive response to the program, with declines in feelings of isolation and increases in positive attitudes toward in-person medical care-seeking due to FC visits. CONCLUSIONS: During the first nine months of the COVID-19 pandemic, families' interest in home visiting remained strong, performance metrics were maintained at high levels, and families responded positively to the virtual delivery of home visiting. Home visiting programs should continue implementation with virtual modifications during the remainder of the pandemic but attention is needed to address growing disparities in access to home visiting benefits among marginalized communities.}, Doi = {10.1007/s10995-021-03337-7}, Key = {fds361753} } @article{fds271901, Author = {Dodge, KA and Malone, PS and Lansford, JE and Sorbring, E and Skinner, AT and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Oburu, P and Pastorelli, C}, Title = {Hostile attributional bias and aggressive behavior in global context.}, Journal = {Proceedings of the National Academy of Sciences of the United States of America}, Volume = {112}, Number = {30}, Pages = {9310-9315}, Year = {2015}, Month = {July}, ISSN = {0027-8424}, url = {http://hdl.handle.net/10161/10328 Duke open access}, Abstract = {We tested a model that children's tendency to attribute hostile intent to others in response to provocation is a key psychological process that statistically accounts for individual differences in reactive aggressive behavior and that this mechanism contributes to global group differences in children's chronic aggressive behavior problems. Participants were 1,299 children (mean age at year 1 = 8.3 y; 51% girls) from 12 diverse ecological-context groups in nine countries worldwide, followed across 4 y. In year 3, each child was presented with each of 10 hypothetical vignettes depicting an ambiguous provocation toward the child and was asked to attribute the likely intent of the provocateur (coded as benign or hostile) and to predict his or her own behavioral response (coded as nonaggression or reactive aggression). Mothers and children independently rated the child's chronic aggressive behavior problems in years 2, 3, and 4. In every ecological group, in those situations in which a child attributed hostile intent to a peer, that child was more likely to report that he or she would respond with reactive aggression than in situations when that same child attributed benign intent. Across children, hostile attributional bias scores predicted higher mother- and child-rated chronic aggressive behavior problems, even controlling for prior aggression. Ecological group differences in the tendency for children to attribute hostile intent statistically accounted for a significant portion of group differences in chronic aggressive behavior problems. The findings suggest a psychological mechanism for group differences in aggressive behavior and point to potential interventions to reduce aggressive behavior.}, Doi = {10.1073/pnas.1418572112}, Key = {fds271901} } @article{fds272195, Author = {Dodge, KA and Somberg, DR}, Title = {Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to the self.}, Journal = {Child development}, Volume = {58}, Number = {1}, Pages = {213-224}, Year = {1987}, Month = {February}, url = {http://dx.doi.org/10.1111/j.1467-8624.1987.tb03501.x}, Abstract = {Previous studies have found a tendency for aggressive boys to display hostile attributional biases and social cue interpretation deficits. It was hypothesized that these biases and deficits would be exaggerated under conditions of social anxiety and threat. Aggressive and nonaggressive boys aged 8 - 10 (total N = 65) were administered tests of attributional tendencies and social cue interpretation skills (via videorecorded stimuli) under relaxed and threatening conditions. It was found that, relative to normal boys, aggressive boys displayed a bias toward attributing hostile intentions to peers, a deficit in interpreting accurately others' intentions, and a deficit in linking interpretations to behavioral responses. The hypothesis that these biases and deficits would be exaggerated under conditions of threat was also supported. Findings were interpreted as consistent with theories of preemptive processing and emotional vulnerability in aggressive boys.}, Doi = {10.1111/j.1467-8624.1987.tb03501.x}, Key = {fds272195} } @article{fds272264, Author = {Dodge, KA and Price, JM and Bachorowski, JA and Newman, JP}, Title = {Hostile attributional biases in severely aggressive adolescents.}, Journal = {Journal of abnormal psychology}, Volume = {99}, Number = {4}, Pages = {385-392}, Year = {1990}, Month = {November}, ISSN = {0021-843X}, url = {http://dx.doi.org/10.1037//0021-843x.99.4.385}, Abstract = {Adolescent boys (N = 128) from a maximum security prison for juvenile offenders were administered a task to assess hostile attributional biases. As hypothesized, these biases were positively correlated with undersocialized aggressive conduct disorder (as indicated by high scores on standardized scales and by psychiatric diagnoses), with reactive-aggressive behavior, and with the number of interpersonally violent crimes committed. Hostile attributional biases were found not to relate to nonviolent crimes or to socialized aggressive behavior disorder. These findings held even when race and estimates of intelligence and socioeconomic status were controlled. These findings suggest that within a population of juvenile offenders, attributional biases are implicated specifically in interpersonal reactive aggression that involves anger and not in socialized delinquency.}, Doi = {10.1037//0021-843x.99.4.385}, Key = {fds272264} } @article{fds337501, Author = {Lansford, JE and Malone, PS and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L}, Title = {Household Income Predicts Trajectories of Child Internalizing and Externalizing Behavior in High-, Middle-, and Low-Income Countries.}, Journal = {International journal of behavioral development}, Volume = {43}, Number = {1}, Pages = {74-79}, Publisher = {SAGE Publications}, Year = {2019}, Month = {January}, url = {http://dx.doi.org/10.1177/0165025418783272}, Abstract = {This study examined longitudinal links between household income and parents' education and children's trajectories of internalizing and externalizing behaviors from age 8 to 10 reported by mothers, fathers, and children. Longitudinal data from 1,190 families in 11 cultural groups in eight countries (Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States) were included. Multigroup structural equation models revealed that household income, but not maternal or paternal education, was related to trajectories of mother-, father-, and child-reported internalizing and externalizing problems in each of the 11 cultural groups. Our findings highlight that in low-, middle-, and high-income countries, socioeconomic risk is related to children's internalizing and externalizing problems, extending the international focus beyond children's physical health to their emotional and behavioral development.}, Doi = {10.1177/0165025418783272}, Key = {fds337501} } @article{fds376272, Author = {Dodge, KA}, Title = {How a defensive mindset develops from early adverse experiences and guides antisocial outcomes.}, Journal = {Development and psychopathology}, Pages = {1-7}, Year = {2024}, Month = {March}, url = {http://dx.doi.org/10.1017/s0954579424000348}, Abstract = {Dante Cicchetti has had a lasting impact on our understanding of the development of externalizing psychopathology through at least two seminal contributions, including establishment of the field of developmental psychopathology and assertion of the hypothesis that early physical abuse and neglect trigger a cascade of maladaptive outcomes across the life course. These ideas have guided a program of research on children's deviant social information processing and defensive mindset as the psychological mechanisms through which early physical abuse leads to long-term psychopathology. Longitudinal studies following children from early life through mid-adulthood show that physical abuse in the first five years of life leads children to adopt a defensive mindset that, in turn, cascades into long-term outcomes of externalizing psychopathology, incarceration, and dysfunction. Cicchetti's ideas have also guided the development of preventive interventions to interrupt this life course.}, Doi = {10.1017/s0954579424000348}, Key = {fds376272} } @article{fds375374, Author = {Rothenberg, WA and Skinner, AT and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Junla, D and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM}, Title = {How adolescents' lives were disrupted over the course of the COVID-19 pandemic: A longitudinal investigation in 12 cultural groups in 9 nations from March 2020 to July 2022.}, Journal = {Development and psychopathology}, Pages = {1-17}, Year = {2024}, Month = {January}, url = {http://dx.doi.org/10.1017/s0954579423001621}, Abstract = {It is unclear how much adolescents' lives were disrupted throughout the COVID-19 pandemic or what risk factors predicted such disruption. To answer these questions, 1,080 adolescents in 9 nations were surveyed 5 times from March 2020 to July 2022. Rates of adolescent COVID-19 life disruption were stable and high. Adolescents who, compared to their peers, lived in nations with higher national COVID-19 death rates, lived in nations with less stringent COVID-19 mitigation strategies, had less confidence in their government's response to COVID-19, complied at higher rates with COVID-19 control measures, experienced the death of someone they knew due to COVID-19, or experienced more internalizing, externalizing, and smoking problems reported more life disruption due to COVID-19 during part or all of the pandemic. Additionally, when, compared to their typical levels of functioning, adolescents experienced spikes in national death rates, experienced less stringent COVID-19 mitigation measures, experienced less confidence in government response to the COVID-19 pandemic, complied at higher rates with COVID-19 control measures, experienced more internalizing problems, or smoked more at various periods during the pandemic, they also experienced more COVID-19 life disruption. Collectively, these findings provide new insights that policymakers can use to prevent the disruption of adolescents' lives in future pandemics.}, Doi = {10.1017/s0954579423001621}, Key = {fds375374} } @article{fds272019, Author = {Nix, and L, R and Bierman, and L, K and McMahon, and J, R and Dodge, TCPPRGKA and member}, Title = {How attendance and quality of therapeutic engagement affect treatment response in parent behavior management training}, Journal = {Journal of Consulting and Clinical Psychology}, Volume = {77}, Pages = {429-438}, Year = {2008}, url = {http://dx.doi.org/10.1037/a0015028.}, Doi = {10.1037/a0015028.}, Key = {fds272019} } @article{fds315903, Author = {Sorensen, LC and Dodge, KA and Conduct Problems Prevention Research Group}, Title = {How does the Fast Track intervention prevent adverse outcomes in young adulthood?}, Journal = {Child Development}, Volume = {87}, Number = {2}, Pages = {429-445}, Publisher = {Wiley: 24 months}, Year = {2016}, Month = {March}, ISSN = {0009-3920}, 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 = {fds315903} } @article{fds315892, Author = {Lansford, JE and Bornstein, MH and Deater-Deckard, K and Dodge, KA and Al-Hassan, SM and Bacchini, D and Bombi, AS and Chang, L and Chen, B-B and Di Giunta and L and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Peña Alampay and L and Uribe Tirado and LM and Zelli, A}, Title = {How International Research on Parenting Advances Understanding of Child Development}, Journal = {Child Development Perspectives}, Volume = {10}, Number = {3}, Pages = {202-207}, Publisher = {Wiley: 24 months}, Year = {2016}, Month = {September}, ISSN = {1750-8592}, url = {http://dx.doi.org/10.1111/cdep.12186}, Abstract = {International research on parenting and child development can advance our understanding of similarities and differences in how parenting is related to children's development across countries. Challenges to conducting international research include operationalizing culture, disentangling effects within and between countries, and balancing emic and etic perspectives. Benefits of international research include testing whether findings regarding parenting and child development replicate across diverse samples, incorporating cultural and contextual diversity to foster more inclusive and representative research samples and investigators than has typically occurred, and understanding how children develop in proximal parenting and family and distal international contexts.}, Doi = {10.1111/cdep.12186}, Key = {fds315892} } @article{fds272094, Author = {Caprara, GV and Dodge, KA and Pastorelli, C and Zelli, A}, Title = {How Marginal Deviations Sometimes Grow Into Serious Aggression.}, Journal = {Child development perspectives}, Volume = {1}, Number = {1}, Pages = {33-39}, Year = {2007}, Month = {July}, ISSN = {1750-8592}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000207179600006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {We offer a theory of marginal deviations that articulates the processes through which initial behavior that is only slightly deviant from the norm gets transformed into more serious antisocial outcomes. We present evidence that, of the one third of the population that is marginally deviant, about one fourth (or 8% of the total population) becomes seriously deviant over time. Hypothesized factors in this transformation involve the child actor, peer observer-judges, and social transactions between them in processes that derive from self-fulfilling prophecies and dynamic systems theory. Hypotheses and studies are proposed to address the circumstances and processes that determine whether a marginal deviation will be bought back to the norm (through assimilation and attenuation) or accelerated to severe deviance (through accommodation and amplification).}, Doi = {10.1111/j.1750-8606.2007.00007.x}, Key = {fds272094} } @article{fds39008, Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.}, Title = {How the experience of physical abuse leads a child to become chronically violent toward others}, Pages = {263-288}, Booktitle = {Rochester Symposium on Developmental Psychopathology, Vol. 8: Developmental perspectives on trauma}, Publisher = {Rochester, NY: University of Rochester Press}, Editor = {D. Cicchetti and S.L. Toth}, Year = {1997}, Key = {fds39008} } @article{fds272251, Author = {Strassberg, Z and Dodge, KA}, Title = {Identification of discriminative stimuli for aggressive behavior in children}, Journal = {The Behavior Therapist}, Volume = {12}, Pages = {195-199}, Year = {1989}, Key = {fds272251} } @article{fds271896, Author = {Petersen, IT and Bates, JE and Dodge, KA and Lansford, JE and Pettit, GS}, Title = {Identifying an efficient set of items sensitive to clinical-range externalizing problems in children.}, Journal = {Psychological assessment}, Volume = {28}, Number = {5}, Pages = {598-612}, Year = {2016}, Month = {May}, ISSN = {1040-3590}, url = {http://dx.doi.org/10.1037/pas0000185}, Abstract = {The present study applied item response theory to identify an efficient set of items of the Achenbach Externalizing scale from the Child Behavior Checklist (CBCL; 33 items) and Teacher's Report Form (TRF; 35 items) that were sensitive to clinical-range scores. Mothers and teachers rated children's externalizing problems annually from ages 5 to 13 years in 2 independent samples (Ns = 585 and 1,199). Item properties for each rater across ages 5-8 and 9-13 were examined with item response theory. We identified 10 mother- and teacher-reported items from both samples based on the items' measurement precision for subclinical and clinical levels of externalizing problems: externalizing problems that involve meanness to others, destroying others' things, fighting, lying and cheating, attacking people, screaming, swearing/obscene language, temper tantrums, threatening people, and being loud. Scores on the scales using these items had strong reliability and psychometric properties, capturing nearly as much information as the full Externalizing scale for classifying clinical levels of externalizing problems. Scores on the scale with the 10 CBCL items had moderate accuracy, equivalent to the full Externalizing scale, in classifying diagnoses of conduct disorder based on a research diagnostic interview. Of course, comprehensive clinical assessment would consider additional items, dimensions of behavior, and sources of information, too, but it appears that the behaviors tapped by this select set of items may be core to externalizing psychopathology in children. (PsycINFO Database Record}, Doi = {10.1037/pas0000185}, Key = {fds271896} } @article{fds272284, Author = {Flanagan, and S, K and Bierman, and L, K and Kam, and C-M, and Dodge, TCPPRGKA and member}, Title = {Identifying at-risk children at school entry: The usefulness of multibehavioral problems profiles}, Journal = {Journal of Clinical Child and Adolescent Psychology}, Volume = {32}, Number = {3}, Pages = {396-407}, Year = {2004}, url = {http://dx.doi.org/10.1207/s15374424jccp3203_08}, Abstract = {Found that 1st-grade teacher ratings of aggressive, hyperactive-inattentive, and low levels of prosocial behaviors made unique contributions to the prediction of school outcomes (measured 2 years later) for 755 children. Person-oriented analyses compared the predictive utility of 5 screening strategies based on child problem profiles to identify children at risk for school problems. A broad screening strategy, in which children with elevations in any 1 of the 3 behavior problem dimensions were identified as "at-risk," showed lower specificity but superior sensitivity, odds ratios, and overall accuracy in the prediction of school outcomes than the other screening strategies that were more narrowly focused or were based on a total problem score. Results are discussed in terms of implications for the screening and design of preventive interventions.}, Doi = {10.1207/s15374424jccp3203_08}, Key = {fds272284} } @article{fds304176, Author = {Asher, SR and Dodge, KA}, Title = {Identifying children who are rejected by their peers}, Journal = {Developmental Psychology}, Volume = {22}, Number = {4}, Pages = {444-449}, Publisher = {American Psychological Association (APA)}, Year = {1986}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037/0012-1649.22.4.444}, Abstract = {Recent research indicates the importance of distinguishing between sociometrically neglected children and sociometrically rejected children. Overall, rejected children exhibit more serious adjustment problems in childhood and in later life. However, making the distinction between neglected status and rejected status traditionally has required administering a negative-nomination sociometric measure, a measure viewed by some researchers and school personnel as having potentially harmful effects. In this article, we propose and evaluate an alternative method of identifying rejected children, which involves the joint use of positive-nomination and rating-scale measures. The results indicate that the alternative method accurately identifies a high percentage of rejected children (91.2%) and that the stability of rejected status, identified using the new method, is similar to that obtained in previous research. The method proposed here should make it possible to identify rejected children when circumstances do not allow for the administration of a negative-nomination measure. © 1986 American Psychological Association.}, Doi = {10.1037/0012-1649.22.4.444}, Key = {fds304176} } @article{fds272171, Author = {Orrell Valente and JK and Pinderhughes, EE and Valente, E and Laird, RD and The Conduct Problems Prevention Research Group, EE}, Title = {If It's Offered, Will They Come? Influences on Parents' Participation in a Community-Based Conduct Problems Prevention Program}, Journal = {American Journal of Community Psychology}, Volume = {27}, Pages = {757-787}, Year = {1999}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791966/}, Key = {fds272171} } @misc{fds13026, Author = {Dodge, K.A.}, Title = {II Fast Track Project}, Pages = {19-60}, Booktitle = {Giovani a rischio: Interventi possibili in realta impossibili}, Publisher = {Milan, Italy: FrancoAngeli}, Year = {2001}, Key = {fds13026} } @article{fds365741, Author = {Dodge, KA and Goodman, WB and Bai, Y and Best, DL and Rehder, P and Hill, S}, Title = {Impact of a universal perinatal home-visiting program on reduction in race disparities in maternal and child health: Two randomised controlled trials and a field quasi-experiment.}, Journal = {Lancet Reg Health Am}, Volume = {15}, Pages = {100356}, Year = {2022}, Month = {November}, url = {http://dx.doi.org/10.1016/j.lana.2022.100356}, Abstract = {BACKGROUND: Public health interventions must become accountable for reduction of race disparities, particularly among Black, Hispanic, and Non-Hispanic White families in the United States. Family Connects (FC) is a universal perinatal home-visiting program that assesses family-specific needs, offers support, and provides connections to community resources to address identified needs. Two previously-published randomised controlled trials and a field quasi-experiment have shown positive impact on maternal mental health, infant emergency medical care utilization, and government investigations for child maltreatment; however, these reports have not tested impact on reducing race disparities in these outcomes. The current report examined three questions in these trials: 1) the extent of race disparities in maternal and infant health and well-being, absent intervention; 2) whether intervention can be implemented with high reach and fidelity among all race groups; and 3) whether assignment to intervention reduces race disparities in important outcomes. METHODS: Data were re-examined from: 1) a randomised controlled trial of 4777 birthing families in Durham, NC, USA; 2) a replication randomised controlled trial of 923 birthing families in Durham, NC, USA; and 3) a quasi-experiment of 988 birthing families in rural NC, USA. Families were classified as Black, Hispanic, Non-Hispanic White, or Other. Disparity reduction was tested by the interaction effect between treatment assignment and race. FINDINGS: 1) In the absence of intervention, large and statistically significant differences between Black familes and Non-Hispanic White families were found in maternal anxiety, maternal depression, father non-support, child emergency medical care, and child maltreatment investigations. Few differences were found between Non-Hispanic White familes and Hispanic families.2) High rates of participation in treatment were found for each race group.3) Across studies, assignment to FC was associated with statistically significant reductions in 7 of 12 disparities, in maternal anxiety and depression, father non-support, infant emergency medical care, and child maltreatment investigations. INTERPRETATION: This study provides a method, metric, and mandate to prioritise testing of whether public health interventions reduce race disparities in family outcomes. FUNDING: This research was supported by grant R01HD069981 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development and a grant from The Duke Endowment.}, Doi = {10.1016/j.lana.2022.100356}, Key = {fds365741} } @article{fds271910, Author = {Dodge, KA and Bierman, KL and Coie, JD and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems Prevention Research Group}, Title = {Impact of early intervention on psychopathology, crime, and well-being at age 25.}, Journal = {The American journal of psychiatry}, Volume = {172}, Number = {1}, Pages = {59-70}, Year = {2015}, Month = {January}, ISSN = {0002-953X}, 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 = {fds271910} } @article{fds320116, Author = {Dodge, KA and Bai, Y and Ladd, HF and Muschkin, CG}, Title = {Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School}, Journal = {Child Dev}, Volume = {88}, Number = {3}, Pages = {n/a-n/a}, Year = {2016}, Month = {November}, url = {http://dx.doi.org/10.1111/cdev.12645}, Abstract = {North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61% non-Latinx White, 30% African American, 4% Latinx, 5% other). Student-level regression models with county and year fixed effects indicated significant positive impacts of each program on reading and math test scores and reductions in special education and grade retention in each grade. Effect sizes grew or held steady across years. Positive effects held for both high- and low-poverty families, suggesting spillover of effects to nonparticipating peers.}, Doi = {10.1111/cdev.12645}, Key = {fds320116} } @article{fds315898, Author = {Muschkin, CG and Ladd, HF and Dodge, KA}, Title = {Impact of North Carolina’s Early Childhood Initiatives on Special Education Placements in Third Grade}, Journal = {Educational Evaluation and Policy Analysis}, Volume = {37}, Number = {4}, Pages = {478-500}, Publisher = {American Educational Research Association (AERA)}, Year = {2015}, Month = {December}, ISSN = {0162-3737}, url = {http://dx.doi.org/10.3102/0162373714559096}, Abstract = {This study examines the community-wide effects of investments in two early childhood initiatives in North Carolina (Smart Start and More at Four) on the likelihood of a student being placed into special education. We take advantage of variation across North Carolina counties and years in the timing of the introduction and funding levels of the two programs to identify their effects on third-grade outcomes. We find that both programs significantly reduce the likelihood of special education placement in the third grade, resulting in considerable cost savings to the state. The effects of the two programs differ across categories of disability, but do not vary significantly across subgroups of children identified by race, ethnicity, and maternal education levels.}, Doi = {10.3102/0162373714559096}, Key = {fds315898} } @article{fds361754, Author = {Dodge, KA and Skinner, AT and Godwin, J and Bai, Y and Lansford, JE and Copeland, WE and Benjamin Goodman and W and McMahon, RJ and Goulter, N and Bornstein, MH and Pettit, GS and Bates, JE}, Title = {Impact of the COVID-19 pandemic on substance use among adults without children, parents, and adolescents.}, Journal = {Addict Behav Rep}, Volume = {14}, Pages = {100388}, Publisher = {Elsevier}, Year = {2021}, Month = {December}, url = {http://dx.doi.org/10.1016/j.abrep.2021.100388}, Abstract = {Impact of the COVID-19 pandemic on alcohol and illicit substance use among adults without children, parents, and adolescents was investigated through two studies with five samples from independent ongoing U.S. longitudinal studies. In Study 1, 931 adults without children, parents, and adolescents were surveyed about the pandemic's impact on personal behavior. 19-25% of adults without children, parents, and adolescents reported an increase in alcohol or illicit substance use. In Study 2, 274 adults without children, parents, and adolescents who had been interviewed prior to the pandemic onset about alcohol and illicit substance use problems were re-interviewed after the pandemic's onset to test within-person change. The rate of alcohol or illicit substance use problems increased from pre-pandemic to post-pandemic onset from 13% to 36% among the three groups. Increase in alcohol and illicit substance use problems was positively correlated with increased depression/anxiety and household disruption, suggesting possible mechanisms for increases in substance problems. Findings in both studies held across low- and middle-income families. Findings suggest the need for communitywide policies to increase resources for alcohol and illicit substance use screening and intervention, especially for adolescents.}, Doi = {10.1016/j.abrep.2021.100388}, Key = {fds361754} } @article{fds289620, Author = {Jones, D and Godwin, J and Dodge, KA and Bierman, KL and Coie, JD and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE}, Title = {Impact of the fast track prevention program on health services use by conduct-problem youth.}, Journal = {Pediatrics}, Volume = {125}, Number = {1}, Pages = {e130-e136}, Year = {2010}, Month = {January}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20008428}, Abstract = {<h4>Objective</h4>We tested the impact of the Fast Track conduct disorder prevention program on the use of pediatric, general health, and mental health services in adolescence.<h4>Patients and methods</h4>Participants were 891 public kindergarten boys and girls screened from a population of 9594 children and found to be at risk for conduct disorder. They were assigned randomly (by school) to intervention or control conditions and were followed for 12 years. Intervention lasted 10 years and included parent training, child social-cognitive skills training, reading tutoring, peer-relations enhancement, and classroom curricula and management. Service use was assessed through annual interviews of parents and youth.<h4>Results</h4>Youth assigned to preventive intervention had significantly reduced use of professional general health, pediatric, and emergency department services relative to control youth on the basis of parent-report data. For control-group youth, the odds of greater use of general health services for any reason and general health services use for mental health purposes were roughly 30% higher and 56% higher, respectively. On the basis of self-report data, the intervention reduced the likelihood of outpatient mental health services among older adolescents for whom odds of services use were more than 90% higher among control-group youth. No differences were found between intervention and control youth on the use of inpatient mental health services. Statistical models controlled for key study characteristics, and potential moderation of the intervention effect was assessed.<h4>Conclusions</h4>Random assignment to the Fast Track prevention program is associated with reduced use of general health and outpatient mental health services in adolescents. Future studies should examine the mechanism of this impact and service use patterns as subjects reach young adulthood.}, Doi = {10.1542/peds.2009-0322}, Key = {fds289620} } @article{fds271920, Author = {The Multisite Violence Prevention Project}, Title = {Implementation and process effects on prevention outcomes for middle school students.}, Journal = {Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53}, Volume = {43}, Number = {3}, Pages = {473-485}, Year = {2014}, Month = {May}, ISSN = {1537-4416}, url = {http://dx.doi.org/10.1080/15374416.2013.814540}, Abstract = {This study addressed 5 research questions about the role of implementation (dosage and fidelity) and process (alliance with the provider, and satisfaction/engagement with the intervention) characteristics in explaining effects on parenting characteristics targeted by a selective family-focused violence prevention program for high-risk, socially influential, middle school youth. The intervention was part of a multisite trial involving random assignment of 37 schools to 4 conditions: (a) a universal intervention composed of a student social-cognitive curriculum and teacher training, (b) this selective intervention, (c) a condition combining these two interventions, and (d) a no-intervention control condition. The present study uses data from 334 participating families who attended at least 1 intervention session at which process measures of alliance with the provider and satisfaction with the intervention were administered. Although parent and child alliance with the provider and satisfaction with the program increased over the course of the intervention, these process characteristics were not associated with higher levels of intervention attendance. Higher intervention dosage was associated with more positive change in the parenting characteristics targeted by the intervention. Process characteristics had mixed positive and negative effects that were limited to a single outcome. Within structured, manualized, family-focused preventive efforts, as contrasted with less structured therapeutic interventions, these findings suggest that monitoring and improving program dosage may have stronger effects on parenting practices than improving therapeutic alliance or engagement in the intervention.}, Doi = {10.1080/15374416.2013.814540}, Key = {fds271920} } @article{fds223306, Author = {Dodge, K.A. and Goodman, W.B. and Murphy, R.A. and O’Donnell, K. and Sato, J. and Guptill, S.}, Title = {Implementation and randomized controlled trial evaluation of universal postnatal nurse home visiting}, Journal = {American Journal of Public Health}, Volume = {104}, Pages = {36-43}, Year = {2014}, url = {http://dx.doi.org/10.2105/AJPH.2013.301361}, Doi = {10.2105/AJPH.2013.301361}, Key = {fds223306} } @article{fds271937, Author = {Dodge, KA and Goodman, WB and Murphy, RA and O'Donnell, K and Sato, J and Guptill, S}, Title = {Implementation and randomized controlled trial evaluation of universal postnatal nurse home visiting.}, Journal = {Am J Public Health}, Volume = {104 Suppl 1}, Number = {Suppl 1}, Pages = {S136-S143}, Year = {2014}, Month = {February}, url = {http://hdl.handle.net/10161/12076 Duke open access}, Abstract = {OBJECTIVES: We evaluated whether a brief, universal, postnatal nurse home-visiting intervention can be implemented with high penetration and fidelity, prevent emergency health care services, and promote positive parenting by infant age 6 months. METHODS: Durham Connects is a manualized 4- to 7-session program to assess family needs and connect parents with community resources to improve infant health and well-being. All 4777 resident births in Durham, North Carolina, between July 1, 2009, and December 31, 2010, were randomly assigned to intervention and control conditions. A random, representative subset of 549 families received blinded interviews for impact evaluation. RESULTS: Of all families, 80% initiated participation; adherence was 84%. Hospital records indicated that Durham Connects infants had 59% fewer infant emergency medical care episodes than did control infants. Durham Connects mothers reported fewer infant emergency care episodes and more community connections, more positive parenting behaviors, participation in higher quality out-of-home child care, and lower rates of anxiety than control mothers. Blinded observers reported higher quality home environments for Durham Connects than for control families. CONCLUSIONS: A brief universal home-visiting program implemented with high penetration and fidelity can lower costly emergency medical care and improve family outcomes.}, Doi = {10.2105/AJPH.2013.301361}, Key = {fds271937} } @article{fds272230, Author = {Bierman, KL}, Title = {Implementing a comprehensive program for the prevention of conduct problems in rural communities: the Fast Track experience. The Conduct Problems Prevention Research Group.}, Journal = {American journal of community psychology}, Volume = {25}, Number = {4}, Pages = {493-514}, Year = {1997}, Month = {August}, ISSN = {0091-0562}, 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 = {fds272230} } @article{fds272120, Author = {Nix, and L, R and Dodge, TCPPRGKA and member}, Title = {Improving parental involvement: Evaluating treatment effects in the Fast Track Program}, Journal = {The Evaluation Exchange}, Volume = {X}, Pages = {5}, Year = {2006}, url = {http://www.hfrp.org/var/hfrp/storage/original/application/66deb326cc2a3844f386c49d98e18758.pdf}, Key = {fds272120} } @article{fds271941, Author = {Chan, TWS and Bates, JE and Lansford, JE and Dodge, KA and Pettit, GS and Dick, DM and Latendresse, SJ}, Title = {Impulsivity and genetic variants in DRD2 and ANKK1 moderate longitudinal associations between sleep problems and overweight from ages 5 to 11.}, Journal = {International journal of obesity (2005)}, Volume = {38}, Number = {3}, Pages = {404-410}, Year = {2014}, Month = {March}, ISSN = {0307-0565}, url = {http://dx.doi.org/10.1038/ijo.2013.123}, Abstract = {<h4>Objective</h4>Short sleep duration and sleep problems increase risks of overweight and weight gain. Few previous studies have examined sleep and weight repeatedly over development. This study examined the associations between yearly reports of sleep problems and weight status from ages 5 to 11. Although, previous studies have shown that inter-individual differences moderate the effect of short sleep duration on weight, it is not known whether inter-individual differences also moderate the effect of sleep problems on weight. We tested how the longitudinal associations between sleep problems and weight status were moderated by impulsivity and genetic variants in DRD2 and ANKK1.<h4>Design</h4>Seven-year longitudinal study.<h4>Participants</h4>A total of 567 children from the Child Development Project for the analysis with impulsivity and 363 for the analysis with genetic variants.<h4>Measurements and results</h4>Sleep problems and weight status were measured by mothers' reports yearly. Impulsivity was measured by teachers' reports yearly. Six single-nucleotide polymorphisms located in DRD2 and ANKK1 were genotyped. Data were analyzed using multilevel modeling. Higher average levels of sleep deprivation across years were associated with greater increases in overweight (P=0.0024). Sleep problems and overweight were associated at both within-person across time (P<0.0001) and between-person levels (P<0.0001). Impulsivity and two polymorphisms, rs1799978 and rs4245149 in DRD2, moderated the association between sleep problems and overweight; the association was stronger in children who were more impulsive (P=0.0022), in G allele carriers for rs1799978 (P=0.0007) and in A allele carriers for rs4245149 (P=0.0002).<h4>Conclusions</h4>This study provided incremental evidence for the influence of sleep problems on weight. Findings of DRD2, ANKK1 and impulsivity are novel; they suggest that reward sensitivity and self-regulatory abilities might modulate the influences of sleep on weight gain. The analysis of polymorphisms was restricted to European Americans and hence the results might not generalize to other populations.}, Doi = {10.1038/ijo.2013.123}, Key = {fds271941} } @article{fds359988, Author = {Mersky, JP and Topitzes, J and Langlieb, J and Dodge, KA}, Title = {Increasing mental health treatment access and equity through trauma-responsive care.}, Journal = {The American journal of orthopsychiatry}, Volume = {91}, Number = {6}, Pages = {703-713}, Year = {2021}, Month = {January}, url = {http://dx.doi.org/10.1037/ort0000572}, Abstract = {Adverse childhood experiences and other potentially traumatic events have lasting implications for mental health. Evidence-based treatments are available to address trauma-related symptoms, but their impact is hindered because access is limited and unequal. In the U.S., adverse experiences and mental disorders disproportionately affect socioeconomically disadvantaged groups that face treatment access barriers-disparities that are compounded by passive systems of care that wait for clients to seek treatment. This article presents a conceptual argument, backed by empirical evidence, that population health can be improved by implementing trauma-responsive practices, and that greater mental health equity can be achieved if these strategies are used to engage underserved clients. A description is provided of the Trauma Screening, Brief Intervention, and Referral to Treatment (T-SBIRT), a promising protocol that can be used by nonclinical providers to detect trauma-related mental health concerns in adults and help them access therapeutic services. The T-SBIRT protocol has been successfully implemented in diverse settings, and it is currently being piloted in a universal postpartum home visiting program called Family Connects. Prior results from three trials of Family Connects are summarized, including evidence of program impact on maternal mental health. New results are also presented indicating that T-SBIRT is feasible to implement within Family Connects, as denoted by indicators of suitability, tolerability, provider adherence, and referral acceptance. Closing recommendations are offered for reducing mental health disparities by testing and disseminating T-SBIRT through Family Connects and other large-scale programs and systems of care. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, Doi = {10.1037/ort0000572}, Key = {fds359988} } @article{fds343671, Author = {Goulter, N and McMahon, RJ and Pasalich, DS and Dodge, KA}, Title = {Indirect Effects of Early Parenting on Adult Antisocial Outcomes via Adolescent Conduct Disorder Symptoms and Callous-Unemotional Traits.}, Journal = {Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53}, Volume = {49}, Number = {6}, Pages = {930-942}, Year = {2020}, Month = {November}, url = {http://dx.doi.org/10.1080/15374416.2019.1613999}, Abstract = {Parental harsh punishment and warmth have been associated with child and adolescent conduct disorder (CD) symptoms and callous-unemotional (CU) traits (i.e., lack of guilt, empathy, and deficient affect); however, it is unclear whether the effect of these parenting behaviors on antisocial outcomes persists into adulthood. Thus, the present study aimed to test whether adolescent CD symptoms and CU traits mediate the effect of parental harsh punishment and warmth on adult antisocial outcomes (i.e., antisocial personality disorder (ASPD), externalizing psychopathology, partner violence, and violent and substance crime). Participants included the high-risk control and normative samples from the Fast Track project (<i>N =</i>753, male = 58%, African American = 46%). Harsh punishment during kindergarten through grades 1-2 predicted higher adolescent CD symptoms, and directly observed warmth during kindergarten through grades 1-2 predicted lower adolescent CU traits. Adolescent CD symptoms predicted greater adult substance crime, and adolescent CU traits predicted greater adult ASPD symptoms and externalizing psychopathology. Further, adolescent CD symptoms indirectly accounted for the effect of parental harsh punishment on adult substance crime, and adolescent CU traits indirectly accounted for the effect of parental warmth on ASPD symptoms and externalizing psychopathology. Findings support the importance of early interventions targeting parenting behaviors to reduce risk for the development of antisocial behavior, and inform developmental models of antisocial behavior in adolescence through adulthood.}, Doi = {10.1080/15374416.2019.1613999}, Key = {fds343671} } @article{fds351173, Author = {Dragan, WŁ and Bates, JE and Lansford, JE and Dodge, KA and Pettit, GS}, Title = {Individual and Environmental Predictors of Age of First Intercourse and Number of Children by Age 27.}, Journal = {Frontiers in psychology}, Volume = {11}, Pages = {1639}, Year = {2020}, Month = {January}, url = {http://dx.doi.org/10.3389/fpsyg.2020.01639}, Abstract = {Reproductive behavior characteristics may be influenced by both social and individual factors. Recent studies have revealed that personality traits might be related to reproductive characteristics in adulthood. Little is known about potential mediators or moderators of relations between personality and reproductive behavior. The present study examines the relation between personality traits measured in early adolescence and the number of children people have by age 27, with an attempt to identify moderation and mediation effects. We used data from the longitudinal cohort (<i>N</i> = 585) collected as a part of the Child Development Project. Personality was measured with the use of Lanthier's Big Five Personality Questionnaire. Results from regression analyses and structural equation models showed that four of the five personality traits (except extraversion) were related to the number of children individuals had by age 27, and these associations were mediated by the age of first intercourse and participants' familial and educational plans. We also identified moderation effects of IQ and SES both on the associations of personality traits with mediators and the number of children by age 27.}, Doi = {10.3389/fpsyg.2020.01639}, Key = {fds351173} } @article{fds328784, Author = {Makin-Byrd, K and Bierman, KL and Conduct Problems Prevention Research Group}, Title = {Individual and family predictors of the perpetration of dating violence and victimization in late adolescence.}, Journal = {Journal of youth and adolescence}, Volume = {42}, Number = {4}, Pages = {536-550}, Year = {2013}, Month = {April}, url = {http://dx.doi.org/10.1007/s10964-012-9810-7}, Abstract = {Teen dating violence is a crime of national concern with approximately one-fourth of adolescents reporting victimization of physical, psychological, or sexual dating violence each year. The present study examined how aggressive family dynamics in both childhood and early adolescence predicted the perpetration of dating violence and victimization in late adolescence. Children (n = 401, 43 % female) were followed from kindergarten entry to the age of 18 years. Early adolescent aggressive-oppositional problems at home and aggressive-oppositional problems at school each made unique predictions to the emergence of dating violence in late adolescence. The results suggest that aggressive family dynamics during childhood and early adolescence influence the development of dating violence primarily by fostering a child's oppositional-aggressive responding style initially in the home, which is then generalized to other contexts. Although this study is limited by weaknesses detailed in the discussion, the contribution of longitudinal evidence including parent, teacher, and adolescent reports from both boys and girls, a dual-emphasis on the prediction of perpetration and victimization, as well as an analysis of both relations between variables and person-oriented group comparisons combine to make a unique contribution to the growing literature on adolescent partner violence.}, Doi = {10.1007/s10964-012-9810-7}, Key = {fds328784} } @article{fds348573, Author = {Albert, WD and Hanson, JL and Skinner, AT and Dodge, KA and Steinberg, L and Deater-Deckard, K and Bornstein, MH and Lansford, JE}, Title = {Individual differences in executive function partially explain the socioeconomic gradient in middle-school academic achievement.}, Journal = {Developmental science}, Volume = {23}, Number = {5}, Pages = {e12937}, Year = {2020}, Month = {September}, url = {http://dx.doi.org/10.1111/desc.12937}, Abstract = {Children from families with low socioeconomic status (SES) earn lower grades, perform worse on achievement tests, and attain less education on average than their peers from higher-SES families. We evaluated neurocognitive mediators of SES disparities in achievement in a diverse sample of youth whose data were linked to administrative records of performance on school-administered tests of 7th grade reading and math proficiency (N = 203). We used structural equation modeling to evaluate whether associations between SES (measured at ages 8-9) and achievement (measured at age 13) are mediated by verbal ability and executive function (measured at age 10), a suite of top-down mental processes that facilitate control of thinking and behavior. Children from relatively higher-SES families performed better than their lower-SES peers on all neurocognitive and achievement measures, and SES disparities in both reading and math achievement were partially mediated by variation in executive function, but not verbal ability. SES disparities in executive function explained approximately 37% of the SES gap in math achievement and 17% of the SES gap in reading achievement. Exploratory modeling suggests that SES-related variation in working memory may play a particularly prominent role in mediation. We discuss potential implications of these findings for research, intervention programming, and classroom practice.}, Doi = {10.1111/desc.12937}, Key = {fds348573} } @article{fds315900, Author = {Lansford, JE and Godwin, J and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Peña Alampay and L}, Title = {Individual, family, and culture level contributions to child physical abuse and neglect: A longitudinal study in nine countries.}, Journal = {Development and psychopathology}, Volume = {27}, Number = {4 Pt 2}, Pages = {1417-1428}, Year = {2015}, Month = {November}, ISSN = {0954-5794}, url = {http://dx.doi.org/10.1017/s095457941500084x}, Abstract = {This study advances understanding of predictors of child abuse and neglect at multiple levels of influence. Mothers, fathers, and children (N = 1,418 families, M age of children = 8.29 years) were interviewed annually in three waves in 13 cultural groups in nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States). Multilevel models were estimated to examine predictors of (a) within-family differences across the three time points, (b) between-family within-culture differences, and (c) between-cultural group differences in mothers' and fathers' reports of corporal punishment and children's reports of their parents' neglect. These analyses addressed to what extent mothers' and fathers' use of corporal punishment and children's perceptions of their parents' neglect were predicted by parents' belief in the necessity of using corporal punishment, parents' perception of the normativeness of corporal punishment in their community, parents' progressive parenting attitudes, parents' endorsement of aggression, parents' education, children's externalizing problems, and children's internalizing problems at each of the three levels. Individual-level predictors (especially child externalizing behaviors) as well as cultural-level predictors (especially normativeness of corporal punishment in the community) predicted corporal punishment and neglect. Findings are framed in an international context that considers how abuse and neglect are defined by the global community and how countries have attempted to prevent abuse and neglect.}, Doi = {10.1017/s095457941500084x}, Key = {fds315900} } @article{fds272243, Author = {Boivin, M and Dodge, KA and Coie, JD}, Title = {Individual-group behavioral similarity and peer status in experimental play groups of boys: the social misfit revisited.}, Journal = {Journal of personality and social psychology}, Volume = {69}, Number = {2}, Pages = {269-279}, Year = {1995}, Month = {August}, ISSN = {0022-3514}, url = {http://www.ncbi.nlm.nih.gov/pubmed/7643305}, Abstract = {This study evaluated individual-group similarity and dissimilarity hypotheses generally stipulating that the behavioral correlates of status are moderated by the peer group context in which they are displayed. Thirty play groups of 5 or 6 unacquainted same-age boys participated in five 45-min sessions. Five behaviors described group and individual characteristics: reactive aggression, proactive aggression, solitary play, rough-and-tumble play, and positive interactive behavior. Individual social preference scores were computed following a variant of the J. D. Coie and K. A. Dodge (1983) procedure. The behavioral correlates of emerging peer status were examined as a function of the group's behavioral norms. Evidence of a dissimilarity effect was found for solitary play and reactive aggression whereas positive interactive behavior followed a rule of similarity.}, Doi = {10.1037//0022-3514.69.2.269}, Key = {fds272243} } @article{fds272179, Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Grp, CPPR}, Title = {Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Conduct Problems Prevention Research Group.}, Journal = {Journal of consulting and clinical psychology}, Volume = {67}, Number = {5}, Pages = {631-647}, Year = {1999}, Month = {October}, ISSN = {0022-006X}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000083117200002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {Fast Track is a multisite, multicomponent preventive intervention for young children at high risk for long-term antisocial behavior. Based on a comprehensive developmental model, intervention included a universal-level classroom program plus social skills training, academic tutoring, parent training, and home visiting to improve competencies and reduce problems in a high-risk group of children selected in kindergarten. At the end of Grade 1, there were moderate positive effects on children's social, emotional, and academic skills; peer interactions and social status; and conduct problems and special-education use. Parents reported less physical discipline and greater parenting satisfaction/ease of parenting and engaged in more appropriate/consistent discipline, warmth/positive involvement, and involvement with the school. Evidence of differential intervention effects across child gender, race, site, and cohort was minimal.}, Doi = {10.1037/0022-006X.67.5.631}, Key = {fds272179} } @article{fds272178, Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Grp, CPPR}, Title = {Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Conduct Problems Prevention Research Group.}, Journal = {Journal of consulting and clinical psychology}, Volume = {67}, Number = {5}, Pages = {648-657}, Publisher = {Conduct Problems Prevention Research Group}, Year = {1999}, Month = {October}, ISSN = {0022-006X}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000083117200003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This study examined the effectiveness of the universal component of the Fast Track prevention model: the PATHS (Promoting Alternative THinking Strategies) curriculum and teacher consultation. This randomized clinical trial involved 198 intervention and 180 comparison classrooms from neighborhoods with greater than average crime in 4 U.S. locations. In the intervention schools, Grade 1 teachers delivered a 57-lesson social competence intervention focused on self-control, emotional awareness, peer relations, and problem solving. Findings indicated significant effects on peer ratings of aggression and hyperactive-disruptive behavior and observer ratings of classroom atmosphere. Quality of implementation predicted variation in assessments of classroom functioning. The results are discussed in terms of both the efficacy of universal, school-based prevention models and the need to examine comprehensive, multiyear programs.}, Doi = {10.1037/0022-006X.67.5.648}, Key = {fds272178} } @book{fds39756, Author = {Dodge, K.A.}, Title = {Instructor's manual}, Booktitle = {To accompany: Abnormal psychology and normal life}, Publisher = {Chicago: Scott, Foresman & Company}, Editor = {J. Coleman and J.M. Butcher and R.C. Carson}, Year = {1979}, Key = {fds39756} } @article{fds38991, Author = {Bierman, K.L. and Greenberg, M.T. and the Conduct Problems Prevention Research Group (K.A. Dodge and member)}, Title = {Integrating social skill training interventions with parent training and family-focused support to prevent conduct disorder in high risk populations: The FAST Track Multi-Site Demonstration Project}, Pages = {256-264}, Booktitle = {Understanding aggressive behavior in children}, Publisher = {New York, NY: Annals of the New York Academy of Sciences}, Editor = {C.F. Ferris and T. Grisso}, Year = {1996}, url = {http://dx.doi.org/10.1111/j.1749-6632.1996.tb32526.x}, Doi = {10.1111/j.1749-6632.1996.tb32526.x}, Key = {fds38991} } @article{fds271971, Author = {Bierman, KL}, Title = {Integrating social-skills training interventions with parent training and family-focused support to prevent conduct disorder in high-risk populations. The Fast Track Multisite Demonstration Project. The Conduct Problems Prevention Research Group.}, Journal = {Annals of the New York Academy of Sciences}, Volume = {794}, Pages = {256-264}, Year = {1996}, Month = {September}, ISSN = {0077-8923}, url = {http://dx.doi.org/10.1111/j.1749-6632.1996.tb32526.x}, Doi = {10.1111/j.1749-6632.1996.tb32526.x}, Key = {fds271971} } @article{fds271959, Author = {Petersen, IT and Bates, JE and Goodnight, JA and Dodge, KA and Lansford, JE and Pettit, GS and Latendresse, SJ and Dick, DM}, Title = {Interaction between serotonin transporter polymorphism (5-HTTLPR) and stressful life events in adolescents' trajectories of anxious/depressed symptoms.}, Journal = {Developmental psychology}, Volume = {48}, Number = {5}, Pages = {1463-1475}, Year = {2012}, Month = {September}, ISSN = {0012-1649}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000307935600023&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {Caspi et al. (2003) found an interaction between the serotonin transporter polymorphism gene (5-HTTLPR) and stressful life events on depression. Subsequent attempts to replicate have been inconsistent. The present research included long allele variants modified by SNP rs25531 and tested the interaction on adolescents' trajectories of anxious/depressed symptoms, with consideration of possible age effects. Adolescents (N = 574), of whom 436 were genotyped, were followed from ages 12 to 17. Analyses demonstrated a G × E interaction in predicting the development of anxious/depressed symptoms. Specifically, adolescents with lower serotonin transcriptional efficiency (TE) genotypes whose mothers reported more stressful events were reported to show more anxious/depressed symptoms and greater increases in the development of symptoms of anxiety and depression than were higher TE adolescents, particularly at ages 16 and 17. Interactions did not differ by gender. Findings demonstrate that stress may affect adolescents' likelihood of experiencing anxious/depressed symptoms when they have a low serotonin TE (A/G-modified 5-HTTLPR) genotype and suggest that the vulnerability may be stronger in late than early adolescence.}, Doi = {10.1037/a0027471}, Key = {fds271959} } @article{fds320237, Author = {Duell, N and Steinberg, L and Chein, J and Al-Hassan, SM and Bacchini, D and Lei, C and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Alampay, LP}, Title = {Interaction of reward seeking and self-regulation in the prediction of risk taking: A cross-national test of the dual systems model.}, Journal = {Developmental psychology}, Volume = {52}, Number = {10}, Pages = {1593-1605}, Year = {2016}, Month = {October}, url = {http://dx.doi.org/10.1037/dev0000152}, Abstract = {In the present analysis, we test the dual systems model of adolescent risk taking in a cross-national sample of over 5,200 individuals aged 10 through 30 (M = 17.05 years, SD = 5.91) from 11 countries. We examine whether reward seeking and self-regulation make independent, additive, or interactive contributions to risk taking, and ask whether these relations differ as a function of age and culture. To compare across cultures, we conduct 2 sets of analyses: 1 comparing individuals from Asian and Western countries, and 1 comparing individuals from low- and high-GDP countries. Results indicate that reward seeking and self-regulation have largely independent associations with risk taking and that the influences of each variable on risk taking are not unique to adolescence, but that their link to risk taking varies across cultures. (PsycINFO Database Record}, Doi = {10.1037/dev0000152}, Key = {fds320237} } @article{fds39018, Author = {Bates, J.E. and Pettit, G.S. and Dodge, K.A. and Ridge, B.}, Title = {Interaction of temperamental resistance to control and restrictive parenting in the development of externalizing behavior(Reprint)}, Booktitle = {Annual Progress in Child Psychiatry and Child Development}, Year = {1999}, Key = {fds39018} } @article{fds272221, Author = {Bates, JE and Pettit, GS and Dodge, KA and Ridge, B}, Title = {Interaction of temperamental resistance to control and restrictive parenting in the development of externalizing behavior.}, Journal = {Developmental psychology}, Volume = {34}, Number = {5}, Pages = {982-995}, Year = {1998}, Month = {September}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037//0012-1649.34.5.982}, Abstract = {Child temperament and parental control were studied as interacting predictors of behavior outcomes in 2 longitudinal samples. In Sample 1, data were ratings of resistant temperament and observed restrictive control in infancy-toddlerhood and ratings of externalizing behavior at ages 7 to 10 years; in Sample 2, data were retrospective ratings of temperament in infancy-toddlerhood, observed restrictive control at age 5 years, and ratings of externalizing behavior at ages 7 to 11 years. Resistance more strongly related to externalizing in low-restriction groups than in high-restriction groups. This was true in both samples and for both teacher- and mother-rated outcomes. Several Temperament x Environment interaction effects have been reported previously, but this is one of very few replicated effects.}, Doi = {10.1037//0012-1649.34.5.982}, Key = {fds272221} } @article{fds340852, Author = {Lansford, JE and Pettit, GS and Rauer, A and Vandenberg, CE and Schulenberg, JE and Staff, J and Jager, J and Dodge, KA and Bates, JE}, Title = {Intergenerational continuity and stability in early family formation.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {33}, Number = {3}, Pages = {370-379}, Year = {2019}, Month = {April}, url = {http://dx.doi.org/10.1037/fam0000497}, Abstract = {This study examines intergenerational continuity (mean level similarity) and stability (maintenance of rank ordering of individuals) in age and marital status at the time of becoming a young parent using prospective data from 3 generations of 585 families. G2 participants were recruited at the age of 5 years and followed until the age of 28, by which time 227 had become parents themselves. The findings suggest that despite dramatic intergenerational discontinuities with young adults, on average, now being more likely to be unmarried and older at the time of becoming parents than in previous generations, intergenerational stability in age and marital status at the time of becoming a young parent is still substantial. This intergenerational stability was, for the most part, not moderated by demographic, familial, or behavioral factors, suggesting that a developmental, multigenerational perspective is necessary to understand what has previously been considered a largely demographic issue. (PsycINFO Database Record (c) 2019 APA, all rights reserved).}, Doi = {10.1037/fam0000497}, Key = {fds340852} } @article{fds349399, Author = {Martoccio, TL and Berlin, LJ and Aparicio, EM and Appleyard Carmody, K and Dodge, KA}, Title = {Intergenerational Continuity in Child Maltreatment: Explicating Underlying Mechanisms.}, Journal = {J Interpers Violence}, Volume = {37}, Number = {1-2}, Pages = {973-986}, Year = {2022}, Month = {January}, url = {http://dx.doi.org/10.1177/0886260520914542}, Abstract = {The current study examined direct and indirect effects of a mother's history of childhood physical and sexual abuse on her child's officially reported victimization. This prospective, longitudinal study followed a community-based sample of 499 mothers and their children. Mothers (35% White/non-Latina, 34% Black/non-Latina, 23% Latina, and 7% other) were recruited and interviewed during pregnancy, and child protective services records were reviewed for the presence of the participants' target child between birth and age 3.5. Whereas both types of maternal maltreatment history doubled the child's risk of child protective services investigation, mothers' sexual abuse history conferred significantly greater risk. Pathways to child victimization varied by type of maternal maltreatment history. Mothers who had been physically abused later demonstrated interpersonal aggressive response biases, which mediated the path to child victimization. In contrast, the association between maternal history of sexual abuse and child victimization was mediated by mothers' substance use problems. Study implications center on targeting child maltreatment prevention efforts according to the mother's history and current problems.}, Doi = {10.1177/0886260520914542}, Key = {fds349399} } @article{fds191683, Author = {Berlin, L.J. and Appleyard, K. and Dodge, K.A.}, Title = {Intergenerational continuity in child maltreatment: Mediating mechanisms and implications for prevention}, Journal = {Child Development}, Volume = {82}, Number = {1}, Pages = {162-176}, Year = {2011}, url = {http://dx.doi.org/10.1111/j.1467-8624.2010.01547.x}, Doi = {10.1111/j.1467-8624.2010.01547.x}, Key = {fds191683} } @article{fds272064, Author = {Berlin, LJ and Appleyard, K and Dodge, KA}, Title = {Intergenerational continuity in child maltreatment: mediating mechanisms and implications for prevention.}, Journal = {Child Dev}, Volume = {82}, Number = {1}, Pages = {162-176}, Year = {2011}, url = {http://www.ncbi.nlm.nih.gov/pubmed/21291435}, Abstract = {In the interest of improving child maltreatment prevention, this prospective, longitudinal, community-based study of 499 mothers and their infants examined (a) direct associations between mothers' experiences of childhood maltreatment and their offspring's maltreatment, and (b) mothers' mental health problems, social isolation, and social information processing patterns (hostile attributions and aggressive response biases) as mediators of these associations. Mothers' childhood physical abuse--but not neglect--directly predicted offspring victimization. This association was mediated by mothers' social isolation and aggressive response biases. Findings are discussed in terms of specific implications for child maltreatment prevention.}, Doi = {10.1111/j.1467-8624.2010.01547.x}, Key = {fds272064} } @article{fds271900, Author = {Salvatore, JE and Meyers, JL and Yan, J and Aliev, F and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA and Rose, RJ and Pulkkinen, L and Kaprio, J and Dick, DM}, Title = {Intergenerational continuity in parents' and adolescents' externalizing problems: The role of life events and their interaction with GABRA2.}, Journal = {Journal of abnormal psychology}, Volume = {124}, Number = {3}, Pages = {709-728}, Year = {2015}, Month = {August}, ISSN = {0021-843X}, url = {http://dx.doi.org/10.1037/abn0000066}, Abstract = {We examine whether parental externalizing behavior has an indirect effect on adolescent externalizing behavior via elevations in life events, and whether this indirect effect is further qualified by an interaction between life events and adolescents' GABRA2 genotype (rs279871). We use data from 2 samples: the Child Development Project (CDP; n = 324) and FinnTwin12 (n = 802). In CDP, repeated measures of life events, mother-reported adolescent externalizing, and teacher-reported adolescent externalizing were used. In FinnTwin12, life events and externalizing were assessed at age 14. Parental externalizing was indexed by measures of antisocial behavior and alcohol problems or alcohol dependence symptoms in both samples. In CDP, parental externalizing was associated with more life events, and the association between life events and subsequent adolescent externalizing varied as a function of GABRA2 genotype (p ≤ .05). The association between life events and subsequent adolescent externalizing was stronger for adolescents with 0 copies of the G minor allele compared to those with 1 or 2 copies of the minor allele. Parallel moderation trends were observed in FinnTwin12 (p ≤ .11). The discussion focuses on how the strength of intergenerational pathways for externalizing psychopathology may differ as a function of adolescent-level individual differences.}, Doi = {10.1037/abn0000066}, Key = {fds271900} } @article{fds372754, Author = {Copeland, WE and Tong, G and Shanahan, L and Rothenberg, WA and Lansford, JE and Godwin, JW and Rybińska, A and Odgers, CL and Dodge, KA}, Title = {Intergenerational Effects of a Family Cash Transfer on the Home Environment.}, Journal = {J Am Acad Child Adolesc Psychiatry}, Volume = {63}, Number = {3}, Pages = {336-344}, Year = {2024}, Month = {March}, url = {http://dx.doi.org/10.1016/j.jaac.2023.08.001}, Abstract = {OBJECTIVE: A natural experiment that provided income supplements to families has been associated with beneficial outcomes for children that persisted into adulthood. The children in this study are now adults, and many are parents. METHOD: The study builds on the longitudinal, representative Great Smoky Mountains study conducted from 1993 to 2020. At follow-up in their late 30s, 1,094 of the 1,348 living participants (81.2%) were assessed. Of these participants (67.6%), 739 were parents. A tribe in the area implemented a cash transfer program of approximately $5,000 annually per person to every tribal member based on the profits received from operating a casino. Ten aspects of the home environment of participants were assessed (eg, family chaos, substance use, and food insecurity) as well as a composite measure across all home environment indicators. The proposed analyses were preregistered (https://osf.io/ex638). RESULTS: Of the 739 parents assessed, 192 (26.0%) were American Indians. Parents whose families received cash transfers during childhood did not differ from parents whose families did not receive cash transfers on any of the home environment indicators or the composite measure. At the same time, there was little evidence of elevated risk for participants in either group in measures of parental mental health, substance use, and violence. CONCLUSION: A family cash transfer in childhood that had long-term effects on individual functioning did not impact the home environment of participants who became parents. Rather, parents in both groups were providing home environments generally conducive to their children's growth and development. STUDY PREREGISTRATION INFORMATION: Intergenerational Effects of a Family Cash Transfer on the Home Environment; https://osf.io/; ex638.}, Doi = {10.1016/j.jaac.2023.08.001}, Key = {fds372754} } @article{fds376228, Author = {Rothenberg, WA and Lansford, JE and Godwin, JW and Dodge, KA and Copeland, WE and Odgers, CL and McMahon, RJ and Rybinska, A and Conduct Problems Prevention Research Group}, Title = {Intergenerational Effects of the Fast Track Intervention on Next-Generation Child Outcomes: A Preregistered Randomized Clinical Trial.}, Journal = {Am J Psychiatry}, Volume = {181}, Number = {3}, Pages = {213-222}, Year = {2024}, Month = {March}, url = {http://dx.doi.org/10.1176/appi.ajp.20220927}, Abstract = {OBJECTIVE: The authors sought to determine whether the Fast Track mental health intervention delivered to individuals in childhood decreased mental health problems and the need for health services among the children of these individuals. METHODS: The authors examined whether Fast Track assignment in one generation of children (generation 2; G2) from grades 1 through 10 reduced parent-reported mental health problems and health services use in these children's children (generation 3; G3) 18 years later relative to a control group. The Fast Track intervention blended parent behavior-management training, child social-cognitive skills tutoring, home visits, and classroom social-ecology changes across grades 1-10 to ameliorate emerging conduct problems among the G2 children. For this study, 1,057 G3 children of Fast Track participants (N=581 intervention group, N=476 control group) were evaluated. RESULTS: G3 children of G2 parents who were randomized to the Fast Track intervention group used fewer general inpatient services and fewer inpatient or outpatient mental health services compared with G3 children of G2 parents randomized to the control group. Some of these effects were mediated: randomization to Fast Track predicted fewer internalizing problems and less use of corporal punishment among G2 adults at age 25, which subsequently predicted less general inpatient service use and outpatient mental health service use among the G3 children by the time the G2 parents were 34 years old. There were no significant differences between G3 children from these two groups on the use of other health services or on mental health measures. CONCLUSIONS: Fast Track was associated with lower use of general inpatient services and inpatient and outpatient mental health services intergenerationally, but effects on parent-reported mental health of the children were not apparent across generations. Investing in interventions for the mental health of children could reduce service use burdens across generations.}, Doi = {10.1176/appi.ajp.20220927}, Key = {fds376228} } @article{fds363824, Author = {Rothenberg, WA and Lansford, JE and Godwin, JW and Dodge, KA and Copeland, WE and Odgers, CL and McMahon, RJ and Goulter, N and Conduct Problems Prevention Research Group}, Title = {Intergenerational effects of the Fast Track intervention on the home environment: A randomized control trial.}, Journal = {J Child Psychol Psychiatry}, Volume = {64}, Number = {5}, Pages = {820-830}, Year = {2023}, Month = {May}, url = {http://dx.doi.org/10.1111/jcpp.13648}, Abstract = {BACKGROUND: Maladaptive family environments harm child development and are passed across generations. Childhood interventions may break this intergenerational cycle by improving the family environments children form as adults. The present study investigates this hypothesis by examining follow-up data collected 18 years after the end of the childhood Fast Track intervention designed to prevent externalizing problems. METHODS: We examined whether Fast Track assignment from grades 1 to 10 prevented the emergence of maladaptive family environments at age 34. A total of 400 (n = 206 in intervention condition, n = 194 controls) Fast Track participants who were parents at age 34 were surveyed about 11 aspects of their current family environment. The hypotheses and analytic plan were preregistered at https://osf.io/dz9t5 and the Fast Track trial was registered at clinicaltrials.gov (NCT01653535). RESULTS: Multiple group linear regression models revealed that mothers who participated in the Fast Track intervention as children had lower depression symptoms, alcohol problems, drug problems, corporal punishment use, and food insecurity compared to control group mothers. All effects were modest in magnitude. However, for these same mothers, the Fast Track intervention had no effect on cannabis problems, experiences of romantic partner violence, or maternal use of physical aggression or warmth with their children. Additionally, mothers in the Fast Track intervention group reported higher levels of family chaos than those in the control group, but this effect may be a byproduct of the higher number of children per household in the intervention group. No intervention effects were found for fathers who participated in the Fast Track intervention as children. CONCLUSIONS: Childhood assignment to Fast Track has some beneficial effects for girls, but not boys, on the family environments these individuals formed as adults 18 years later.}, Doi = {10.1111/jcpp.13648}, Key = {fds363824} } @article{fds272181, Author = {Burks, VS and Dodge, KA and Price, JM and Laird, RD}, Title = {Internal representational models of peers: implications for the development of problematic behavior.}, Journal = {Developmental psychology}, Volume = {35}, Number = {3}, Pages = {802-810}, Year = {1999}, Month = {May}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037//0012-1649.35.3.802}, Abstract = {The authors investigated the relation between children's knowledge structures for peers and externalizing behavior problems. Initial levels of aggression were evaluated in 135 boys and 124 girls (Grades 1-3; 40% African American, 60% Caucasian) in Year 1 and again in Years 6 and 9. In Year 6, 3 aspects of their social knowledge structures were assessed: quality, density, and appropriateness. Results indicate that knowledge structures are related to children's concurrent levels of externalizing behaviors and that knowledge structures are related to children's concurrent levels of externalizing behaviors and predict externalizing behaviors 3 years later even after controlling for current levels of behavior. In addition, knowledge structures in Year 6 mediate the relation between aggression in Year 1 and externalizing behaviors in Year 9. The role of knowledge structures in the maintenance and growth of children's antisocial behavior is discussed.}, Doi = {10.1037//0012-1649.35.3.802}, Key = {fds272181} } @article{fds375376, Author = {Folker, AE and Deater-Deckard, K and Lansford, JE and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Rothenberg, WA and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L}, Title = {Intraindividual variability in parental acceptance-rejection predicts externalizing and internalizing symptoms across childhood/adolescence in nine countries.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {38}, Number = {2}, Pages = {333-344}, Year = {2024}, Month = {March}, url = {http://dx.doi.org/10.1037/fam0001133}, Abstract = {Parenting that is high in rejection and low in acceptance is associated with higher levels of internalizing (INT) and externalizing (EXT) problems in children and adolescents. These symptoms develop and can increase in severity to negatively impact adolescents' social, academic, and emotional functioning. However, there are two major gaps in the extant literature: (a) nearly all prior research has focused on between-person differences in acceptance/rejection at the expense of examining intraindividual variability (IIV) across time in acceptance/rejection; and (b) no prior studies examine IIV in acceptance/rejection in diverse international samples. The present study utilized six waves of data with 1,199 adolescents' families living in nine countries from the Parenting Across Cultures study to test the hypotheses that (1) higher amounts of youth IIV in mother acceptance/rejection predict higher internalizing and (2) externalizing symptoms, and (3) that higher youth IIV in father acceptance/rejection predict higher internalizing, and (4) externalizing symptoms. Meta-analytic techniques indicated a significant, positive effect of IIV in child-reported mother and father acceptance/rejection on adolescent externalizing symptoms, and a significant positive effect of IIV in father acceptance/rejection on internalizing symptoms. The weighted effect for mother acceptance/rejection on internalizing symptoms was not statistically significant. Additionally, there was significant heterogeneity in all meta-analytic estimates. More variability over time in experiences of parental acceptance/rejection predicts internalizing and externalizing symptoms as children transition into adolescence, and this effect is present across multiple diverse samples. (PsycInfo Database Record (c) 2024 APA, all rights reserved).}, Doi = {10.1037/fam0001133}, Key = {fds375376} } @misc{fds31450, Author = {McLoyd, V.C. and Dodge, K.A. and Hill, N.E.}, Title = {Introduction: Ecological and cultual diversity in African American family life}, Pages = {3-20}, Booktitle = {Emerging Issues in African American Family Life: Context, Adaptation, and Policy}, Publisher = {Guilford Press}, Editor = {V.C. McLoyd and N.E., Hill and K.A. Dodge}, Year = {2005}, Key = {fds31450} } @article{fds375832, Author = {Carr, RC and Jenkins, JM and Watts, TW and Peisner-Feinberg, ES and Dodge, KA}, Title = {Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina.}, Journal = {Child development}, Year = {2024}, Month = {February}, url = {http://dx.doi.org/10.1111/cdev.14076}, Abstract = {This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (N = 17,330; 42% African American, 40% Non-Hispanic White, 15% Hispanic; 51% male; M<sub>age</sub> = 4.5 years at fall of pre-K). Kindergarten teacher quality was measured using a "value-added" approach. NC Pre-K participants outperformed non-participants in the fall of kindergarten (β = .22) and 11% of this boost remained evident by the spring of kindergarten. Higher value-added teachers promoted the skill development of all children (β = .30 in the spring) but did not differentially benefit the skill development of former NC Pre-K participants compared to non-participants.}, Doi = {10.1111/cdev.14076}, Key = {fds375832} } @article{fds272037, Author = {McGowan, and H, and Nix, and L, R and Murphy, and A, S and Bierman, and L, K and Group, TCPPR}, Title = {Investigating the impact of selection bias in dose-response analyses of preventive interventions}, Journal = {Prevention Science}, Volume = {11}, Pages = {239-251}, Year = {2010}, url = {http://dx.doi.org/10.1007/s11121-010-0169-2}, Doi = {10.1007/s11121-010-0169-2}, Key = {fds272037} } @misc{fds13039, Author = {Dodge, K.A.}, Title = {Investing in the Prevention of Youth Violence}, Journal = {International Society for the Study of Behavioral Development Newsletter}, Year = {2002}, Key = {fds13039} } @misc{fds39734, Author = {Dodge, K.A. and Feldman, E.}, Title = {Issues in social cognition and sociometric status}, Pages = {119-155}, Booktitle = {Peer rejection in childhood: Origins, consequences, and intervention}, Publisher = {New York: Cambridge University Press}, Editor = {S.R. Asher and J.D. Coie}, Year = {1990}, Key = {fds39734} } @article{fds272136, Author = {Foster, EM and Dodge, KA and Jones, D}, Title = {Issues in the Economic Evaluation of Prevention Programs}, Journal = {Applied Developmental Science}, Volume = {7}, Number = {2}, Pages = {76-86}, Publisher = {Informa UK Limited}, Year = {2003}, url = {http://dx.doi.org/10.1207/S1532480XADS0702_4}, Abstract = {Economic analysis plays an increasingly important role in prevention research. In this article, we describe one form of economic analysis, a cost analysis. Such an analysis captures not only the direct costs of an intervention but also its impact on the broader social costs of the illness or problem targeted. The key question is whether the direct costs are offset by reductions in the other, morbidity-related costs, such as the use of expensive services. We begin by describing how economists think about costs. We then outline the steps involved in calculating the costs of delivering an intervention, including both implicit and explicit costs. Next we examine methods for estimating the morbidity-related costs of the illness or problem targeted by the intervention. Finally, we identify the challenges one faces when conducting such an analysis. Throughout the article, we illustrate key points using our experiences with evaluating the Fast Track intervention, a multiyear, multicomponent intervention targeted to children at risk of emotional and behavioral problems.}, Doi = {10.1207/S1532480XADS0702_4}, Key = {fds272136} } @article{fds272290, Author = {Coie, JD and Cillessen, AH and Dodge, KA and Hubbard, JA and Schwartz, D and Lemerise, EA and Bateman, H}, Title = {It takes two to fight: a test of relational factors and a method for assessing aggressive dyads.}, Journal = {Developmental psychology}, Volume = {35}, Number = {5}, Pages = {1179-1188}, Year = {1999}, Month = {September}, ISSN = {0012-1649}, url = {http://www.ncbi.nlm.nih.gov/pubmed/10493644}, Abstract = {Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When the social relations model was used, relationship effects accounted for equally as much of the variance in total aggression and proactive aggression as either actor or target effects. Mutually aggressive dyads displayed twice as much total aggression as randomly selected dyads. Members of mutually aggressive dyads attributed greater hostile intentions toward each other than did randomly selected dyads, which may serve to explain their greater aggression toward each other. The importance of studying relational factors, including social histories and social-cognitive processes, is discussed.}, Doi = {10.1037//0012-1649.35.5.1179}, Key = {fds272290} } @article{fds371229, Author = {Goulter, N and Hur, YS and Jones, DE and Godwin, J and McMahon, RJ and Dodge, KA and Lansford, JE and Lochman, JE and Bates, JE and Pettit, GS and Crowley, DM}, Title = {Kindergarten conduct problems are associated with monetized outcomes in adolescence and adulthood.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {65}, Number = {3}, Pages = {328-339}, Year = {2024}, Month = {March}, url = {http://dx.doi.org/10.1111/jcpp.13837}, Abstract = {<h4>Background</h4>Across several sites in the United States, we examined whether kindergarten conduct problems among mostly population-representative samples of children were associated with increased criminal and related (criminal + lost offender productivity + victim; described as criminal + victim hereafter) costs across adolescence and adulthood, as well as government and medical services costs in adulthood.<h4>Methods</h4>Participants (N = 1,339) were from two multisite longitudinal studies: Fast Track (n = 754) and the Child Development Project (n = 585). Parents and teachers reported on kindergarten conduct problems, administrative and national database records yielded indexes of criminal offending, and participants self-reported their government and medical service use. Outcomes were assigned costs, and significant associations were adjusted for inflation to determine USD 2020 costs.<h4>Results</h4>A 1SD increase in kindergarten conduct problems was associated with a $21,934 increase in adolescent criminal + victim costs, a $63,998 increase in adult criminal + victim costs, a $12,753 increase in medical services costs, and a $146,279 increase in total costs. In the male sample, a 1SD increase in kindergarten conduct problems was associated with a $28,530 increase in adolescent criminal + victim costs, a $58,872 increase in adult criminal + victim costs, and a $144,140 increase in total costs. In the female sample, a 1SD increase in kindergarten conduct problems was associated with a $15,481 increase in adolescent criminal + victim costs, a $62,916 increase in adult criminal + victim costs, a $24,105 increase in medical services costs, and a $144,823 increase in total costs.<h4>Conclusions</h4>This investigation provides evidence of the long-term costs associated with early-starting conduct problems, which is important information that can be used by policymakers to support research and programs investing in a strong start for children.}, Doi = {10.1111/jcpp.13837}, Key = {fds371229} } @article{fds272180, Author = {Burks, VS and Laird, RD and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Knowledge structures, social information processing, and children's aggressive behavior}, Journal = {Social Development}, Volume = {8}, Number = {2}, Pages = {220-236}, Year = {1999}, Month = {January}, url = {http://dx.doi.org/10.1111/1467-9507.00092}, Abstract = {Although a multitude of factors may be involved in the development of children's violent behavior, the actual aggressive act is preceded by a decision-making process that serves as the proximal control mechanism. The primary goal of this longitudinal study was to understand the nature of this proximal control mechanism involved in children's aggressive acts by focusing on two aspects of social cognitions: social information processing and stored knowledge (i.e., internal knowledge structures that are the latent memories of past events). It was hypothesized that: (1) children with hostile knowledge structures will display more biased patterns of aggressive social information processing than children whose knowledge structures are less hostile and negative; (2) children who display hostile knowledge structures will behave in chronically aggressive ways; and (3) the development of hostile knowledge structures and hostile patterns of social information processing contribute to the stability of aggressive behavior and thus partially mediate the relation between early and later aggressive behavior. 585 boys and girls (19% African-American) were followed from kindergarten through eighth grade. Results from this investigation support the hypotheses and are discussed in terms of the significance of the inclusion of knowledge structures in our theories of the mental processes involved in children's violent behaviour.}, Doi = {10.1111/1467-9507.00092}, Key = {fds272180} } @article{fds272292, Author = {Group, CPPR and Rhule, and D, and Vitaro, and F, and Vachon, and J}, Title = {La prevention des problemes de comportement chez les enfants: le modele de Fast Track}, Journal = {Revue de psychoeducation}, Volume = {33}, Number = {1}, Pages = {177-203}, Year = {2004}, Key = {fds272292} } @misc{fds13009, Author = {Dodge, K.A. and Zelli, A.}, Title = {La violenza nei giovani: Tendenze, sviluppo e prevenzione}, Pages = {155-178}, Booktitle = {L'eta Sospesa: Itinerari del viaggio adolescenziale}, Publisher = {Manuali e Monografie di Psicologia Giunti. Rome}, Editor = {G.V. Cappara and A. Fonzi}, Year = {2000}, Key = {fds13009} } @article{fds271946, Author = {Petersen, IT and Bates, JE and D'Onofrio, BM and Coyne, CA and Lansford, JE and Dodge, KA and Pettit, GS and Van Hulle and CA}, Title = {Language ability predicts the development of behavior problems in children.}, Journal = {Journal of abnormal psychology}, Volume = {122}, Number = {2}, Pages = {542-557}, Year = {2013}, Month = {May}, ISSN = {0021-843X}, url = {http://dx.doi.org/10.1037/a0031963}, Abstract = {Prior studies have suggested, but not fully established, that language ability is important for regulating attention and behavior. Language ability may have implications for understanding attention-deficit hyperactivity disorder (ADHD) and conduct disorders, as well as subclinical problems. This article reports findings from two longitudinal studies to test (a) whether language ability has an independent effect on behavior problems, and (b) the direction of effect between language ability and behavior problems. In Study 1 (N = 585), language ability was measured annually from ages 7 to 13 years by language subtests of standardized academic achievement tests administered at the children's schools. Inattentive-hyperactive (I-H) and externalizing (EXT) problems were reported annually by teachers and mothers. In Study 2 (N = 11,506), language ability (receptive vocabulary) and mother-rated I-H and EXT problems were measured biannually from ages 4 to 12 years. Analyses in both studies showed that language ability predicted within-individual variability in the development of I-H and EXT problems over and above the effects of sex, ethnicity, socioeconomic status (SES), and performance in other academic and intellectual domains (e.g., math, reading comprehension, reading recognition, and short-term memory [STM]). Even after controls for prior levels of behavior problems, language ability predicted later behavior problems more strongly than behavior problems predicted later language ability, suggesting that the direction of effect may be from language ability to behavior problems. The findings suggest that language ability may be a useful target for the prevention or even treatment of attention deficits and EXT problems in children.}, Doi = {10.1037/a0031963}, Key = {fds271946} } @article{fds272296, Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne, AM and Orpinas, P and Quinn, WH and Huberty, CJ and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP}, Title = {Lessons learned in the Multisite Violence Prevention Project collaboration: Big questions require large efforts}, Journal = {American Journal of Preventive Medicine}, Volume = {26}, Number = {1 Suppl}, Pages = {62-71}, Year = {2004}, Month = {January}, ISSN = {0749-3797}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This paper summarizes some organizational, scientific, and policy lessons that have emerged in the formation and conducting of the collaboration of the Multisite Violence Prevention Project. We contend that these lessons are valuable for other collaborations and are important for furthering the utility of scientific efforts. A central contention is that large-scale efforts such as this collaboration are underused but are essential for efficient advancement of knowledge about preventing youth violence.}, Doi = {10.1016/j.amepre.2003.09.025}, Key = {fds272296} } @article{fds272068, Author = {Fontaine, RG and Yang, C and Burks, VS and Dodge, KA and Price, JM and Pettit, GS and Bates, JE}, Title = {Loneliness as a partial mediator of the relation between low social preference in childhood and anxious/depressed symptoms in adolescence.}, Journal = {Development and psychopathology}, Volume = {21}, Number = {2}, Pages = {479-491}, Year = {2009}, Month = {January}, ISSN = {0954-5794}, url = {http://dx.doi.org/10.1017/s0954579409000261}, Abstract = {This study examined the mediating role of loneliness (assessed by self-report at Time 2; Grade 6) in the relation between early social preference (assessed by peer report at Time 1; kindergarten through Grade 3) and adolescent anxious/depressed symptoms (assessed by mother, teacher, and self-reports at Time 3; Grades 7-9). Five hundred eighty-five boys and girls (48% female; 16% African American) from three geographic sites of the Child Development Project were followed from kindergarten through Grade 9. Loneliness partially mediated and uniquely incremented the significant effect of low social preference in childhood on anxious/depressed symptoms in adolescence, controlling for early anxious/depressed symptoms at Time 1. Findings are critical to understanding the psychological functioning through which early social experiences affect youths' maladjusted development. Directions for basic and intervention research are discussed, and implications for treatment are addressed.}, Doi = {10.1017/s0954579409000261}, Key = {fds272068} } @article{fds348883, Author = {Bai, Y and Ladd, HF and Muschkin, CG and Dodge, KA}, Title = {Long-term effects of early childhood programs through eighth grade: Do the effects fade out or grow?}, Journal = {Children and youth services review}, Volume = {112}, Pages = {104890}, Year = {2020}, Month = {May}, url = {http://dx.doi.org/10.1016/j.childyouth.2020.104890}, Abstract = {Support for policies to improve early childhood educational development and reduce disparities grew rapidly this century but recently has wavered because of findings that program effects might fade out prematurely. Two programs implemented at scale in North Carolina (Smart Start and More at Four) have been associated with academic success early in elementary school, but it is not known whether these effects fade out or are sustained in middle school. Smart Start provides state funding to support high-quality early childcare in local communities, and More at Four provides state-funded slots for a year of credentialed pre-kindergarten. Funds were allocated for each program at varying rates across counties and years. We used this variation to estimate the long-term impact of each program through eighth grade, by measuring the association between state funding allocations to each program, in each of 100 counties over each of 13 consecutive years, and later student performance. Students were matched to funding levels provided to their home county in their early childhood years and then followed through eighth grade. Analyses using county- and year-fixed-effects regression models with individualand school-level covariates conducted on nearly 900,000 middle school students indicate significant positive impacts of funding for each program on reading and math test scores and reductions in special education placement and grade retention. These impacts do not fade out and seem instead to grow (for More at Four) as students progress through middle school. Students from economically disadvantaged backgrounds experience particularly large benefits from the More at Four Program.}, Doi = {10.1016/j.childyouth.2020.104890}, Key = {fds348883} } @article{fds348769, Author = {Di Giunta and L and Rothenberg, WA and Lunetti, C and Lansford, JE and Pastorelli, C and Eisenberg, N and Thartori, E and Basili, E and Favini, A and Yotanyamaneewong, S and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Dodge, KA and Oburu, P and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM}, Title = {Longitudinal associations between mothers' and fathers' anger/irritability expressiveness, harsh parenting, and adolescents' socioemotional functioning in nine countries.}, Journal = {Developmental psychology}, Volume = {56}, Number = {3}, Pages = {458-474}, Year = {2020}, Month = {March}, url = {http://dx.doi.org/10.1037/dev0000849}, Abstract = {The present study examines parents' self-efficacy about anger regulation and irritability as predictors of harsh parenting and adolescent children's irritability (i.e., mediators), which in turn were examined as predictors of adolescents' externalizing and internalizing problems. Mothers, fathers, and adolescents (N = 1,298 families) from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and United States) were interviewed when children were about 13 years old and again 1 and 2 years later. Models were examined separately for mothers and fathers. Overall, cross-cultural similarities emerged in the associations of both mothers' and fathers' irritability, as well as of mothers' self-efficacy about anger regulation, with subsequent maternal harsh parenting and adolescent irritability, and in the associations of the latter variables with adolescents' internalizing and externalizing problems. The findings suggest that processes linking mothers' and fathers' emotion socialization and emotionality in diverse cultures to adolescent problem behaviors are somewhat similar. (PsycINFO Database Record (c) 2020 APA, all rights reserved).}, Doi = {10.1037/dev0000849}, Key = {fds348769} } @article{fds330822, Author = {Lansford, JE and Godwin, J and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di Giunta, L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Alampay, LP and Uribe Tirado and LM and Zelli, A}, Title = {Longitudinal associations between parenting and youth adjustment in twelve cultural groups: Cultural normativeness of parenting as a moderator.}, Journal = {Developmental psychology}, Volume = {54}, Number = {2}, Pages = {362-377}, Year = {2018}, Month = {February}, url = {http://dx.doi.org/10.1037/dev0000416}, Abstract = {To examine whether the cultural normativeness of parents' beliefs and behaviors moderates the links between those beliefs and behaviors and youths' adjustment, mothers, fathers, and children (N = 1,298 families) from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States) were interviewed when children were, on average, 10 years old and again when children were 12 years old. Multilevel models examined 5 aspects of parenting (expectations regarding family obligations, monitoring, psychological control, behavioral control, warmth/affection) in relation to 5 aspects of youth adjustment (social competence, prosocial behavior, academic achievement, externalizing behavior, internalizing behavior). Interactions between family level and culture-level predictors were tested to examine whether cultural normativeness of parenting behaviors moderated the link between those behaviors and children's adjustment. More evidence was found for within- than between-culture differences in parenting predictors of youth adjustment. In 7 of the 8 instances in which cultural normativeness was found to moderate the link between parenting and youth adjustment, the link between a particular parenting behavior and youth adjustment was magnified in cultural contexts in which the parenting behavior was more normative. (PsycINFO Database Record}, Doi = {10.1037/dev0000416}, Key = {fds330822} } @article{fds355525, Author = {Lansford, JE and Rothenberg, WA and Riley, J and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L}, Title = {Longitudinal Trajectories of Four Domains of Parenting in Relation to Adolescent Age and Puberty in Nine Countries.}, Journal = {Child development}, Volume = {92}, Number = {4}, Pages = {e493-e512}, Year = {2021}, Month = {July}, url = {http://dx.doi.org/10.1111/cdev.13526}, Abstract = {Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (M<sub>age</sub> child = 8-16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children's age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed.}, Doi = {10.1111/cdev.13526}, Key = {fds355525} } @article{fds355526, Author = {Palacios-Barrios, EE and Hanson, JL and Barry, KR and Albert, WD and White, SF and Skinner, AT and Dodge, KA and Lansford, JE}, Title = {Lower neural value signaling in the prefrontal cortex is related to childhood family income and depressive symptomatology during adolescence.}, Journal = {Developmental cognitive neuroscience}, Volume = {48}, Pages = {100920}, Year = {2021}, Month = {April}, url = {http://dx.doi.org/10.1016/j.dcn.2021.100920}, Abstract = {Lower family income during childhood is related to increased rates of adolescent depression, though the underlying mechanisms are poorly understood. Evidence suggests that individuals with depression demonstrate hypoactivation in brain regions involved in reward learning and decision-making processes (e.g., portions of the prefrontal cortex). Separately, lower family income has been associated with neural alterations in similar regions. Motivated by this research, we examined associations between family income, depression, and brain activity during a reward learning and decision-making fMRI task in a sample of adolescents (full n = 94; usable n = 78; mean age = 15.2 years). We focused on brain activity for: 1) expected value (EV), the learned subjective value of an object, and 2) prediction error, the difference between EV and the actual outcome received. Regions of interest related to reward learning were examined in connection to childhood family income and parent-reported adolescent depressive symptoms. As hypothesized, lower activity in the subgenual anterior cingulate (sACC) for EV in response to approach stimuli was associated with lower childhood family income, as well as greater symptoms of depression measured one-year after the neuroimaging session. These results are consistent with the hypothesis that lower early family income leads to disruptions in reward and decision-making brain circuitry, contributing to adolescent depression.}, Doi = {10.1016/j.dcn.2021.100920}, Key = {fds355526} } @misc{fds271963, Author = {Edwards, AC and Dodge, KA and Latendresse, SJ and Lansford, JE and Bates, JE and Pettit, GS and Dick, DM}, Title = {MAOA and early physical discipline interact to influence delinquent behavior}, Journal = {BEHAVIOR GENETICS}, Volume = {39}, Number = {6}, Pages = {647-648}, Publisher = {SPRINGER}, Year = {2009}, Month = {November}, ISSN = {0001-8244}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000272027300049&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Key = {fds271963} } @article{fds272045, Author = {Edwards, AC and Dodge, KA and Latendresse, SJ and Lansford, JE and Bates, JE and Pettit, GS and Budde, JP and Goate, AM and Dick, DM}, Title = {MAOA-uVNTR and early physical discipline interact to influence delinquent behavior.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {51}, Number = {6}, Pages = {679-687}, Year = {2010}, Month = {June}, ISSN = {0021-9630}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=000272027300049&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {<h4>Background</h4>A functional polymorphism in the promoter region of the monoamine oxidizing gene monoamine oxidase A (MAOA) has been associated with behavioral sensitivity to adverse environmental conditions in multiple studies (e.g., Caspi et al. 2002; Kim-Cohen et al., 2006). The present study investigates the effects of genotype and early physical discipline on externalizing behavior. We expand on the current literature in our assessment of externalizing, incorporating information across multiple reporters and over a broad developmental time period, and in our understanding of environmental risk.<h4>Method</h4>This study uses data from the Child Development Project, an ongoing longitudinal study following a community sample of children beginning at age 5. Physical discipline before age 6 was quantified using a subset of questions from the Conflict Tactics Scale (Straus, 1979). Externalizing behavior was assessed in the male, European-American sub-sample (N = 250) by parent, teacher, and self-report using Achenbach's Child Behavior Checklist, Teacher Report Form, and Youth Self-Report (Achenbach, 1991), at 17 time points from ages 6 to 22. Regression analyses tested the influence of genotype, physical discipline, and their interaction on externalizing behavior, and its subscales, delinquency and aggression.<h4>Results</h4>We found a significant interaction effect between genotype and physical discipline on levels of delinquent behavior. Similar trends were observed for aggression and overall externalizing behavior, although these did not reach statistical significance. Main effects of physical discipline held for all outcome variables, and no main effects held for genotype.<h4>Conclusion</h4>The adverse consequences of physical discipline on forms of externalizing behavior are exacerbated by an underlying biological risk conferred by MAOA genotype.}, Doi = {10.1111/j.1469-7610.2009.02196.x}, Key = {fds272045} } @article{fds333727, Author = {Olson, SL and Davis-Kean, P and Chen, M and Lansford, JE and Bates, JE and Pettit, GS and Dodge, KA}, Title = {Mapping the Growth of Heterogeneous Forms of Externalizing Problem Behavior Between Early Childhood and Adolescence:A Comparison of Parent and Teacher Ratings.}, Journal = {Journal of abnormal child psychology}, Volume = {46}, Number = {5}, Pages = {935-950}, Year = {2018}, Month = {July}, url = {http://dx.doi.org/10.1007/s10802-018-0407-9}, Abstract = {We compared long-term growth patterns in teachers' and mothers' ratings of Overt Aggression, Covert Aggression, Oppositional Defiance, Impulsivity/inattention, and Emotion Dysregulation across developmental periods spanning kindergarten through grade 8 (ages 5 to 13 years). We also determined whether salient background characteristics and measures of child temperament and parenting risk differentially predicted growth in discrete categories of child externalizing symptoms across development. Participants were 549 kindergarten-age children (51% male; 83% European American; 17% African American) whose problem behaviors were rated by teachers and parents each successive year of development through 8th grade. Latent growth curve analyses were performed for each component scale, contrasting with an overall index of externalizing, in a piecewise fashion encompassing two periods of development: K-1and grades 1-8. Our findings showed that there were meaningful differences and similarities between informants in their levels of concern about specific forms of externalizing problems, patterns of change in problem behavior reports across development, and in the extent to which their ratings of specific problems were associated with distal and proximal covariates. Thus, these data provided novel information about issues that have received scant empirical attention and have important implications for understanding the development and prevention of children's long-term externalizing problems.}, Doi = {10.1007/s10802-018-0407-9}, Key = {fds333727} } @article{fds272155, Author = {Murphy, and A, S and Laan, VD and J, M and Robins, and J, and Group, TCPPR}, Title = {Marginal Mean Models for Dynamic Regime}, Journal = {Journal of the American Statistical Association}, Volume = {96}, Number = {456}, Pages = {1410-1423}, Publisher = {Informa UK Limited}, Year = {2001}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2794446/}, Abstract = {A dynamic treatment regime is a list of rules for how the level of treatment will be tailored through time to an individual's changing severity. In general, individuals who receive the highest level of treatment are the individuals with the greatest severity and need for treatment. Thus, there is planned selection of the treatment dose. In addition to the planned selection mandated by the treatment rules, staff judgment results in unplanned selection of the treatment level. Given observational longitudinal data or data in which there is unplanned selection of the treatment level, the methodology proposed here allows the estimation of a mean response to a dynamic treatment regime under the assumption of sequential randomization. © 2001, Taylor & Francis Group, LLC. All rights reserved.}, Doi = {10.1198/016214501753382327}, Key = {fds272155} } @article{fds272029, Author = {Kam, C-M and Greenberg, MT and Bierman, KL and Coie, JD and Dodge, KA and Foster, ME and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems Prevention Research Group}, Title = {Maternal depressive symptoms and child social preference during the early school years: mediation by maternal warmth and child emotion regulation.}, Journal = {Journal of abnormal child psychology}, Volume = {39}, Number = {3}, Pages = {365-377}, Year = {2011}, Month = {April}, url = {http://www.ncbi.nlm.nih.gov/pubmed/21080053}, Abstract = {This longitudinal study examined processes that mediate the association between maternal depressive symptoms and peer social preference during the early school years. Three hundred and fifty six kindergarten children (182 boys) and their mothers participated in the study. During kindergarten, mothers reported their level of depressive symptomatology. In first grade, teachers rated children's emotion regulation at school and observers rated the affective quality of mother-child interactions. During second grade, children's social preference was assessed by peer nomination. Results indicated that mothers' level of depressive symptomatology negatively predicted their child's social preference 2 years later, controlling for the family SES and teacher-rated social preference during kindergarten. Among European American families, the association between maternal depressive symptoms and social preference was partially mediated by maternal warmth and the child's emotion regulation. Although the relation between maternal depressive symptoms and children peer preference was stronger among African American families than Europrean American families, its mediation by the maternal warmth and child's emotion regulation was not found in African American families.}, Doi = {10.1007/s10802-010-9468-0}, Key = {fds272029} } @article{fds359214, Author = {Dodge, KA and Benjamin Goodman and W and Bai, Y and Murphy, RA and O'Donnell, K}, Title = {Maximizing the return on investment in Early Childhood Home Visiting through enhanced eligibility screening.}, Journal = {Child Abuse Negl}, Volume = {122}, Pages = {105339}, Year = {2021}, Month = {December}, url = {http://dx.doi.org/10.1016/j.chiabu.2021.105339}, Abstract = {BACKGROUND: The MIECHV (Maternal, Infant, and Early Childhood Home Visiting) program invests substantial federal resources to prevent child maltreatment and emergency medical costs. Eligibility is based on screening of demographic or clinical risk factors, but because screening accuracy in predicting poor outcomes is unknown, assignment to home-visiting might miss high-risk families or waste resources on low-risk families. OBJECTIVES: To guide eligibility decisions, this study tested accuracy of demographic and clinical screening in predicting child maltreatment and emergency medical care. PARTICIPANTS AND SETTING: A population-representative sample of 201 birthing mothers (39.8% Black, 33.8% Latina) in Durham, NC, was enrolled between July 2009, and December 2010, and followed through December 2015. METHODS: Participants were screened demographically (i.e., Medicaid, first-born, teenage, no high school diploma) and clinically (i.e., health/health care, parenting readiness, home safety, and parent mental health) at birth and followed through age 60 months, when Child Protective Services and hospital records were reviewed. Cox hazard models tested accuracy of prediction from screening variables. RESULTS: Demographic factors did not significantly predict outcomes, except having Medicaid/uninsured predicted more emergency medical care and being first-born was a (surprising) protective factor against a child maltreatment investigation. In contrast, clinical factors strongly predicted both maltreatment investigations (Hazard Ratio = 4.01 [95% CI = 1.97, 8.15], sensitivity = 0.70, specificity = 0.64, accuracy = 0.65) and emergency medical care (Hazard Ratio = 2.14 [95% CI = 1.03, 2.14], sensitivity = 0.50, specificity = 0.69, accuracy = 0.58). CONCLUSIONS: Even with added costs for clinical screening, selecting families for home visiting based on assessed clinical risk will improve accuracy and may yield a higher return on investment. The authors recommend a universal system of screening and care to support birthing families.}, Doi = {10.1016/j.chiabu.2021.105339}, Key = {fds359214} } @article{fds315899, Author = {Di Giunta and L and Iselin, A-MR and Eisenberg, N and Pastorelli, C and Gerbino, M and Lansford, JE and Dodge, KA and Caprara, GV and Bacchini, D and Uribe Tirado and LM and Thartori, E}, Title = {Measurement Invariance and Convergent Validity of Anger and Sadness Self-Regulation Among Youth From Six Cultural Groups.}, Journal = {Assessment}, Volume = {24}, Number = {4}, Pages = {484-502}, Year = {2017}, Month = {June}, ISSN = {1073-1911}, url = {http://dx.doi.org/10.1177/1073191115615214}, Abstract = {The present study examined measurement invariance and convergent validity of a novel vignette-based measure of emotion-specific self-regulation that simultaneously assesses attributional bias, emotion-regulation, and self-efficacy beliefs about emotion regulation. Participants included 541 youth-mother dyads from three countries (Italy, the United States, and Colombia) and six ethnic/cultural groups. Participants were 12.62 years old ( SD = 0.69). In response to vignettes involving ambiguous peer interactions, children reported their hostile/depressive attribution bias, self-efficacy beliefs about anger and sadness regulation, and anger/sadness regulation strategies (i.e., dysregulated expression and rumination). Across the six cultural groups, anger and sadness self-regulation subscales had full metric and partial scalar invariance for a one-factor model, with some exceptions. We found support for both a four- and three-factor oblique model (dysregulated expression and rumination loaded on a second-order factor) for both anger and sadness. Anger subscales were related to externalizing problems, while sadness subscales were related to internalizing symptoms.}, Doi = {10.1177/1073191115615214}, Key = {fds315899} } @article{fds272005, Author = {Huang, L and Malone, PS and Lansford, JE and Deater Deckard and K and Di Giunnta, L and Bombi, AS and Bornstein, MH and Chang, L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, L and Al Hassan and SM and Bacchini, D}, Title = {Measurement invariance of mother reports of discipline in different cultural contexts}, Journal = {Family Science}, Volume = {2}, Number = {3}, Pages = {212-219}, Publisher = {Informa UK Limited}, Year = {2012}, ISSN = {1942-4620}, url = {http://dx.doi.org/10.1080/19424620.2011.655997}, Abstract = {The measurement invariance of mother-reported use of 18 discipline strategies was examined in samples from 13 different ethnic/cultural groups in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). Participants included approximately 100-120 mothers and their children aged 7 to 10 years from each group. The results of exploratory factor analyses and multigroup categorical confirmatory factor analyses (MCCFA) indicated that a seven-factor solution was feasible across the cultural groups, as shown by marginally sufficient evidence for configural and metric invariance for the mother-reported frequency on the discipline interview. This study makes a contribution on measurement invariance to the parenting literature, and establishes the mother-report aspect of the discipline interview as an instrument for use in further cross-cultural research on discipline.}, Doi = {10.1080/19424620.2011.655997}, Key = {fds272005} } @article{fds38940, Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.}, Title = {Mechanisms in the cycle of violence(Reprint)}, Booktitle = {World Society for the Protection of Animals}, Year = {1995}, Key = {fds38940} } @article{fds38937, Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.}, Title = {Mechanisms in the cycle of violence(Reprint)}, Booktitle = {Interpersonal violence within the Home}, Publisher = {Madison, WI: Wm. C. Brown Publishers}, Editor = {S.D. Herzberger}, Year = {1994}, Key = {fds38937} } @article{fds38939, Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.}, Title = {Mechanisms in the cycle of violence(Reprint)}, Booktitle = {Primis Developmental Psychology Reader}, Publisher = {New York: McGraw-Hill}, Editor = {R.D. Parke and B.J. Tinsley}, Year = {1993}, Key = {fds38939} } @misc{fds39727, Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.}, Title = {Mechanisms in the cycle of violence(Reprint)}, Booktitle = {Year Book of Psychiatry and Applied Mental Health}, Publisher = {Chicago, IL: Mosby-Year Book, Inc}, Editor = {J.A. Talbott}, Year = {1992}, Key = {fds39727} } @article{fds272276, Author = {Dodge, KA and Bates, JE and Pettit, GS}, Title = {Mechanisms in the cycle of violence.}, Journal = {Science (New York, N.Y.)}, Volume = {250}, Number = {4988}, Pages = {1678-1683}, Year = {1990}, Month = {December}, ISSN = {0036-8075}, url = {http://dx.doi.org/10.1126/science.2270481}, Abstract = {Two questions concerning the effect of physical abuse in early childhood on the child's development of aggressive behavior are the focus of this article. The first is whether abuse per se has deleterious effects. In earlier studies, in which samples were nonrepresentative and family ecological factors (such as poverty, marital violence, and family instability) and child biological variables (such as early health problems and temperament) were ignored, findings have been ambiguous. Results from a prospective study of a representative sample of 309 children indicated that physical abuse is indeed a risk factor for later aggressive behavior even when the other ecological and biological factors are known. The second question concerns the processes by which antisocial development occurs in abused children. Abused children tended to acquire deviant patterns of processing social information, and these may mediate the development of aggressive behavior.}, Doi = {10.1126/science.2270481}, Key = {fds272276} } @article{fds272061, Author = {Dodge, KA}, Title = {Mechanisms of Gene-Environment Interaction Effects in the Development of Conduct Disorder.}, Journal = {Perspectives on psychological science : a journal of the Association for Psychological Science}, Volume = {4}, Number = {4}, Pages = {408-414}, Year = {2009}, Month = {July}, ISSN = {1745-6916}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19779577}, Abstract = {The gene-environment interaction effect in the development of conduct disorder is one of the most important discoveries of the past decade, but the mechanisms through which this effect operates remain elusive. I propose a model of these processes that focuses on the individual's response to a threatening stimulus in ongoing social interaction. The individual's response coordinates three interrelated systems: neural, autonomic, and information-processing. In each system, adaptive, evolutionarily selected response patterns characterize normal responding, but in psychopathology these patterns have gone awry. Antecedents of individual differences in these response patterns arise from genetic polymorphisms, adverse environmental experiences early in life, and their interaction. Programs of research are proposed to test hypotheses in the model through longitudinal, experimental, and clinical intervention methods. This model can serve as a template for inquiry in other forms of developmental psychopathology.}, Doi = {10.1111/j.1745-6924.2009.01147.x}, Key = {fds272061} } @article{fds44855, Author = {Dodge, K.A.}, Title = {Media Production Leave No Child Behind: Education Leadership Summit}, Year = {2002}, Key = {fds44855} } @misc{fds13038, Author = {Dodge, K.A.}, Title = {Mediation, Moderation, and Mechanisms in How Parenting Affects Children's Aggressive Behavior}, Pages = {215-229}, Booktitle = {Parenting and the Child's World}, Publisher = {Hillsdale, NJ: Lawrence Erlbaum}, Editor = {J. Borkowski}, Year = {2002}, Key = {fds13038} } @article{fds271965, Author = {Simon, TR and Ikeda, RM and Smith, EP and Reese, LE and Rabiner, DL and Miller, S and Winn, D-M and Dodge, KA and Asher, SR and Horne, AM and Orpinas, P and Martin, R and Quinn, WH and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Schoeny, M and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP}, Title = {Mediators of Effects of a Selective Family-Focused Violence Prevention Approach for Middle School Students}, Journal = {PREVENTION SCIENCE}, Volume = {13}, Number = {1}, Pages = {1-14}, Publisher = {Springer Nature}, Year = {2012}, Month = {February}, ISSN = {1389-4986}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000300663600001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This study examined how parenting and family characteristics targeted in a selective prevention program mediated effects on key youth proximal outcomes related to violence perpetration. The selective intervention was evaluated within the context of a multi-site trial involving random assignment of 37 schools to four conditions: a universal intervention composed of a student social-cognitive curriculum and teacher training, a selective family-focused intervention with a subset of high-risk students, a condition combining these two interventions, and a no-intervention control condition. Two cohorts of sixth-grade students (total N = 1,062) exhibiting high levels of aggression and social influence were the sample for this study. Analyses of pre-post change compared to controls using intent-to-treat analyses found no significant effects. However, estimates incorporating participation of those assigned to the intervention and predicted participation among those not assigned revealed significant positive effects on student aggression, use of aggressive strategies for conflict management, and parental estimation of student's valuing of achievement. Findings also indicated intervention effects on two targeted family processes: discipline practices and family cohesion. Mediation analyses found evidence that change in these processes mediated effects on some outcomes, notably aggressive behavior and valuing of school achievement. Results support the notion that changing parenting practices and the quality of family relationships can prevent the escalation in aggression and maintain positive school engagement for high-risk youth.}, Doi = {10.1007/s11121-011-0245-2}, Key = {fds271965} } @article{fds272128, Author = {McCarty, and A, C and McMahon, and J, R and Group, TCPPR}, Title = {Mediators of the Relation Between Maternal Depressive Symptoms and Child Internalizing and Disruptive Behavior Disorders}, Journal = {Journal of Family Psychology}, Volume = {17}, Number = {4}, Pages = {545-556}, Year = {2003}, ISSN = {0893-3200}, url = {http://dx.doi.org/10.1037/0893-3200.17.4.545}, Abstract = {Drawing on a normative sample of 224 youth and their biological mothers, this study tested 4 family variables as potential mediators of the relationship between maternal depressive symptoms in early childhood and child psychological outcomes in preadolescence. The mediators examined included mother-child communication, the quality of the mother-child relationship, maternal social support, and stressful life events in the family. The most parsimonious structural equation model suggested that having a more problematic mother-child relationship mediated disruptive behavior-disordered outcomes for youths, whereas less maternal social support mediated the development of internalizing disorders. Gender and race were tested as moderators, but significant model differences did not emerge between boys and girls or between African American and Caucasian youths.}, Doi = {10.1037/0893-3200.17.4.545}, Key = {fds272128} } @article{fds272164, Author = {Conduct Problems Prevention Research Group}, Title = {Merging universal and indicated prevention programs: the Fast Track model. Conduct Problems Prevention Research Group.}, Journal = {Addictive behaviors}, Volume = {25}, Number = {6}, Pages = {913-927}, Year = {2000}, Month = {November}, url = {http://dx.doi.org/10.1016/s0306-4603(00)00120-9}, Abstract = {Fast Track is a multisite, multicomponent preventive intervention for young children at high risk for long-term antisocial behavior. Based on a comprehensive developmental model, this intervention includes a universal-level classroom program plus social-skill training, academic tutoring, parent training, and home visiting to improve competencies and reduce problems in a high-risk group of children selected in kindergarten. The theoretical principles and clinical strategies utilized in the Fast Track Project are described to illustrate the interplay between basic developmental research, the understanding of risk and protective factors, and a research-based model of preventive intervention that integrates universal and indicated models of prevention.}, Doi = {10.1016/s0306-4603(00)00120-9}, Key = {fds272164} } @article{fds272043, Author = {Lanza, and T, S and Rhoades, and L, B and Nix, and L, R and Greenberg, and T, M and Group, TCPPR}, Title = {Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach}, Journal = {Development and Psychopathology}, Volume = {22}, Pages = {313-335}, Year = {2010}, url = {http://dx.doi.org/10.1017/S0954579410000088}, Doi = {10.1017/S0954579410000088}, Key = {fds272043} } @article{fds272242, Author = {Burks, VS and Dodge, KA and Price, JM}, Title = {Models of internalizing outcomes of early rejection}, Journal = {Development and Psychopathology}, Volume = {7}, Number = {4}, Pages = {683-695}, Year = {1995}, url = {http://dx.doi.org/10.1017/S0954579400006787}, Abstract = {Viewing social rejection from same-age peers as a source of stress for children, the current study sought to determine the most appropriate model of the effects of temporary versus consistent experiences with rejection for both short-term and long-term internalizing problems. Adopting a cross-sectional longitudinal design, the sociometric status of children in the first year of the study (when the children were in the first, second, or third grades), and then again in the next school year (when children were in the second, third, or fourth grades) was assessed to determine which children were rejected by their peers. Internalizing outcome measures were administered in the third and sixth years of follow-up. Results indicated that, for boys, the Threshold Model best represented the stressful effects of rejection. That is, only boys who were exposed to rejection for 2 consecutive years demonstrated both short-term and long-term internalizing problems in subsequent years. For girls, however, there appeared to be few significant differences among those who never experienced rejection, who had only temporary experiences with rejection, and girls who were consistently exposed to rejection. Results are discussed in terms of the significance of a Threshold Model as well as possible explanations for these gender differences. © 1995, Cambridge University Press. All rights reserved.}, Doi = {10.1017/S0954579400006787}, Key = {fds272242} } @article{fds224096, Author = {Dymnicki, A.B. and the Multisite Violence Prevention Project}, Title = {Moderating Effects of School Climate on Outcomes for the Multisite Violence Prevention Project Universal Program}, Journal = {Journal of Research in Adolescence}, Volume = {24}, Pages = {383-398}, Year = {2014}, url = {http://dx.doi.org/10.1111/jora.12073}, Doi = {10.1111/jora.12073}, Key = {fds224096} } @article{fds271903, Author = {Bornstein, MH and Putnick, DL and Lansford, JE and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P}, Title = {Mother and father socially desirable responding in nine countries: Two kinds of agreement and relations to parenting self-reports.}, Journal = {International journal of psychology : Journal international de psychologie}, Volume = {50}, Number = {3}, Pages = {174-185}, Year = {2015}, Month = {June}, ISSN = {0020-7594}, url = {http://dx.doi.org/10.1002/ijop.12084}, Abstract = {We assessed 2 forms of agreement between mothers' and fathers' socially desirable responding in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand and the United States (N = 1110 families). Mothers and fathers in all 9 countries reported socially desirable responding in the upper half of the distribution, and countries varied minimally (but China was higher than the cross-country grand mean and Sweden lower). Mothers and fathers did not differ in reported levels of socially desirable responding, and mothers' and fathers' socially desirable responding were largely uncorrelated. With one exception, mothers' and fathers' socially desirable responding were similarly correlated with self-perceptions of parenting, and correlations varied somewhat across countries. These findings are set in a discussion of socially desirable responding, cultural psychology and family systems.}, Doi = {10.1002/ijop.12084}, Key = {fds271903} } @article{fds272240, Author = {Harnish, JD and Dodge, KA and Valente, E}, Title = {Mother-child interaction quality as a partial mediator of the roles of maternal depressive symptomatology and socioeconomic status in the development of child behavior problems.Conduct Problems Prevention Research Group.}, Journal = {Child development}, Volume = {66}, Number = {3}, Pages = {739-753}, Year = {1995}, ISSN = {0009-3920}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1995RA36200012&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This investigation examined the relation between maternal depressive symptomatology and the development of externalizing behavior problems in children by incorporating mother-child interaction quality into a series of models. A representative sample of 376 first-grade boys and girls (mean age = 6.52) from diverse backgrounds (234 from the lowest 2 socioeconomic classes) and their mothers completed an interaction task designed to measure the quality of mother-child interaction. Latent variable structural equations analyses revealed that mother-child interaction quality partially mediated the relation between maternal depressive symptomatology and child behavior problems even when the effects of socioeconomic status on both variables were taken into account. Although this model held for boys, girls, and Caucasians, the relation between maternal depression and interaction quality was not significant for African-Americans. Further investigation is required to understand the lack of generalizability of the model to African-American mother-child dyads.}, Doi = {10.1111/j.1467-8624.1995.tb00902.x}, Key = {fds272240} } @article{fds271936, Author = {Lansford, JE and Laird, RD and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Mothers' and fathers' autonomy-relevant parenting: longitudinal links with adolescents' externalizing and internalizing behavior.}, Journal = {Journal of youth and adolescence}, Volume = {43}, Number = {11}, Pages = {1877-1889}, Year = {2014}, Month = {November}, ISSN = {1573-6601}, url = {http://www.ncbi.nlm.nih.gov/pubmed/24337705}, Abstract = {The goal of this study was to advance the understanding of separate and joint effects of mothers' and fathers' autonomy-relevant parenting during early and middle adolescence. In a sample of 518 families, adolescents (49 % female; 83 % European American, 16 % African American, 1 % other ethnic groups) reported on their mothers' and fathers' psychological control and knowledge about adolescents' whereabouts, friends, and activities at ages 13 and 16. Mothers and adolescents reported on adolescents' externalizing and internalizing behaviors at ages 12, 14, 15, and 17. Adolescents perceived their mothers as using more psychological control and having more knowledge than their fathers, but there was moderate concordance between adolescents' perceptions of their mothers and fathers. More parental psychological control predicted increases in boys' and girls' internalizing problems and girls' externalizing problems. More parental knowledge predicted decreases in boys' externalizing and internalizing problems. The perceived levels of behavior of mothers and fathers did not interact with one another in predicting adolescent adjustment. The results generalize across early and late adolescence and across mothers' and adolescents' reports of behavior problems. Autonomy-relevant mothering and fathering predict changes in behavior problems during early and late adolescence, but only autonomy-relevant fathering accounts for unique variance in adolescent behavior problems.}, Doi = {10.1007/s10964-013-0079-2}, Key = {fds271936} } @article{fds315904, Author = {Lansford, JE and Godwin, J and Alampay, LP and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S}, Title = {Mothers', fathers' and children's perceptions of parents' expectations about children's family obligations in nine countries.}, Journal = {International journal of psychology : Journal international de psychologie}, Volume = {51}, Number = {5}, Pages = {366-374}, Year = {2016}, Month = {October}, ISSN = {0020-7594}, url = {http://dx.doi.org/10.1002/ijop.12185}, Abstract = {Children's family obligations involve assistance and respect that children are expected to provide to immediate and extended family members and reflect beliefs related to family life that may differ across cultural groups. Mothers, fathers and children (N = 1432 families) in 13 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand and United States) reported on their expectations regarding children's family obligations and parenting attitudes and behaviours. Within families, mothers and fathers had more concordant expectations regarding children's family obligations than did parents and children. Parenting behaviours that were warmer, less neglectful and more controlling as well as parenting attitudes that were more authoritarian were related to higher expectations regarding children's family obligations between families within cultures as well as between cultures. These international findings advance understanding of children's family obligations by contextualising them both within families and across a number of diverse cultural groups in 9 countries.}, Doi = {10.1002/ijop.12185}, Key = {fds315904} } @article{fds339931, Author = {Goodman, WB and O'Donnell, K and Murphy, RA and Dodge, KA and Duke University}, Title = {Moving Beyond Program to Population Impact: Toward a Universal Early Childhood System of Care.}, Journal = {J Fam Theory Rev}, Volume = {11}, Number = {1}, Pages = {112-126}, Publisher = {WILEY}, Year = {2019}, Month = {March}, url = {http://dx.doi.org/10.1111/jftr.12302}, Abstract = {Families have clearly benefited from increased availability of evidence-based intervention, including home-visiting models and increased federal funding for programs benefiting parents and children. The goal of population-level impact on the health and well-being of infants and young children across entire communities, however, remains elusive. New approaches are needed to move beyond scaling of individual programs toward an integrated system of care in early childhood. To advance this goal, the current article provides a framework for developing an early childhood system of care that pairs a top-down goal for the alignment of services with a bottom-up goal of identifying and addressing needs of all families throughout early childhood. Further, we describe how universal newborn home visiting can be utilized to both support alignment of and family entry into an early childhood system of care with broad reach, high quality, and evidence of population impact for families and children.}, Doi = {10.1111/jftr.12302}, Key = {fds339931} } @article{fds272148, Author = {Dodge, and A, K and Laird, and R, and Lochman, and E, J and Zelli, and A, and Group, TCPPR}, Title = {Multidimensional Latent-Construct Analysis of Children's Social Information Processing Patterns: Correlations with Aggressive Behavior Problems}, Journal = {Psychological Assessment}, Volume = {14}, Number = {1}, Pages = {60-73}, Year = {2002}, ISSN = {1040-3590}, url = {http://www.ncbi.nlm.nih.gov/pubmed/11911050}, Abstract = {Social information processing (SIP) patterns were conceptualized in orthogonal domains of process and context and measured through responses to hypothetical vignettes in a stratified sample of 387 children (50% boys; 49% minority) from 4 geographical sites followed from kindergarten through 3rd grade. Multidimensional, latent-construct, confirmatory factor analyses supported the within-construct internal consistency, cross-construct discrimination, and multidimensionality of SIP patterns. Contrasts among nested structural equation models indicated that SIP constructs significantly predicted children's aggressive behavior problems as measured by later teacher reports. The findings support the multidimensional construct validity of children's social cognitive patterns and the relevance of SIP patterns in children's aggressive behavior problems.}, Doi = {10.1037//1040-3590.14.1.60}, Key = {fds272148} } @misc{fds315896, Author = {Lawrence, C and Rosanbalm, KD and Dodge, K}, Title = {Multiple Response System evaluation report to the North Carolina Division of Social Services}, Year = {2009}, Key = {fds315896} } @article{fds272025, Author = {Lawrence, CN and Rosanbalm, KD and Dodge, KA}, Title = {Multiple Response System: Evaluation of Policy Change in North Carolina's Child Welfare System.}, Journal = {Children and youth services review}, Volume = {33}, Number = {11}, Pages = {2355-2365}, Year = {2011}, Month = {November}, ISSN = {0190-7409}, url = {http://hdl.handle.net/10161/7996 Duke open access}, Abstract = {Systemic challenges within child welfare have prompted many states to explore new strategies aimed at protecting children while meeting the needs of families, but doing so within the confines of shrinking budgets. Differential Response has emerged as a promising practice for low or moderate risk cases of child maltreatment. This mixed methods evaluation explored various aspects of North Carolina's differential response system, known as the Multiple Response System (MRS), including: child safety, timeliness of response and case decision, frontloading of services, case distribution, implementation of Child and Family Teams, collaboration with community-based service providers and Shared Parenting. Utilizing Child Protective Services (CPS) administrative data, researchers found that compared to matched control counties, MRS: had a positive impact on child safety evidenced by a decline in the rates of substantiations and re-assessments; temporarily disrupted timeliness of response in pilot counties but had no effect on time to case decision; and increased the number of upfront services provided to families during assessment. Qualitative data collected through focus groups with providers and phone interviews with families provided important information on key MRS strategies, highlighting aspects that families and social workers like as well as identifying areas for improvement. This information is useful for continuous quality improvement efforts, particularly related to the development of training and technical assistance programs at the state and local level.}, Doi = {10.1016/j.childyouth.2011.08.007}, Key = {fds272025} } @article{fds272220, Author = {Deater-Deckard, K and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Multiple risk factors in the development of externalizing behavior problems: group and individual differences.}, Journal = {Development and psychopathology}, Volume = {10}, Number = {3}, Pages = {469-493}, Year = {1998}, Month = {January}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2776047/}, Abstract = {The aim of this study was to test whether individual risk factors as well as the number of risk factors (cumulative risk) predicted children's externalizing behaviors over middle childhood. A sample of 466 European American and 100 African American boys and girls from a broad range of socioeconomic levels was followed from age 5 to 10 years. Twenty risk variables from four domains (child, sociocultural, parenting, and peer-related) were measured using in-home interviews at the beginning of the study, and annual assessments of externalizing behaviors were conducted. Consistent with past research, individual differences in externalizing behavior problems were stable over time and were related to individual risk factors as well as the number of risk factors present. Particular risks accounted for 36% to 45% of the variance, and the number of risks present (cumulative risk status) accounted for 19% to 32% of the variance, in externalizing outcomes. Cumulative risk was related to subsequent externalizing even after initial levels of externalizing had been statistically controlled. All four domains of risk variables made significant unique contributions to this statistical prediction, and there were multiple clusters of risks that led to similar outcomes. There was also evidence that this prediction was moderated by ethnic group status, most of the prediction of externalizing being found for European American children. However, this moderation effect varied depending on the predictor and outcome variables included in the model.}, Doi = {10.1017/s0954579498001709}, Key = {fds272220} } @article{fds272191, Author = {Coie, JD and Dodge, KA}, Title = {Multiple sources of data on social behavior and social status in the school: a cross-age comparison.}, Journal = {Child development}, Volume = {59}, Number = {3}, Pages = {815-829}, Year = {1988}, Month = {June}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/3383681}, Abstract = {Behavioral data relating to peer social status were collected from peers, teachers, and observers on both first- and third-grade boys (ages 6-7 and 8-9 years, respectively). Peer and teacher ratings had greater intermethod agreement than observer data, although all 3 sources provided evidence that rejected and controversial boys were more aggressive than other boys. However, relatively little aggression was observed among the older boys, indicating that peers and teachers may be better sources of information about aggression in this group. Observational data differentiated among status groups on measures of activity (on task vs. off-task, and prosocial play vs. solitary activity) for both age groups. Rejected boys displayed little prosocial behavior according to peers and teachers, but were not less often engaged in prosocial play, according to observers. Neglected boys were the most solitary group during play; however, teachers rated rejected boys as the most solitary, contrary to observations. Controversial boys were seen as highly aggressive by all sources but as highly prosocial only by peers and observers.}, Doi = {10.1111/j.1467-8624.1988.tb03237.x}, Key = {fds272191} } @article{fds272097, Author = {Muschkin, CG and Malone, PS and Conduct Problems Prevention Research Group}, Title = {Multiple Teacher Ratings: An evaluation of measurement strategies.}, Journal = {Educational research and evaluation : an international journal on theory and practice}, Volume = {13}, Number = {1}, Pages = {71}, Year = {2007}, Month = {February}, ISSN = {1380-3611}, 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 = {fds272097} } @article{fds272211, Author = {Dodge, KA}, Title = {Must we dilute child psychology?}, Journal = {Contemporary Psychology}, Volume = {28}, Pages = {513-515}, Year = {1983}, Key = {fds272211} } @article{fds272263, Author = {Dodge, KA}, Title = {Nature Versus Nurture in Childhood Conduct Disorder: It Is Time to Ask a Different Question}, Journal = {Developmental Psychology}, Volume = {26}, Number = {5}, Pages = {698-701}, Publisher = {American Psychological Association (APA)}, Year = {1990}, Month = {January}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037/0012-1649.26.5.698}, Abstract = {Lytton (1990, this issue) offers a lucid review of factors in the development of conduct disorder in children that focuses on the question of the "relative strength" of child effects versus environmental effects. This question ignores the fact that such estimates are a function of the subpopulation being assessed and the context in which measurement occurs. These estimates pit nature versus nurture in a way that detracts from an emphasis on the interaction of factors that characterizes most human behavioral development. This perspective also assumes that "child effects," "environmental effects," and "conduct disorder" are homogeneous constructs, but these are more likely aggregations of heterogeneous phenomena that have been grouped together only for heuristic reasons. It is recommended that instead of focusing on the relative sizes of effects, researchers should focus on the questions of which mechanisms operate and how they interact during transactional development.}, Doi = {10.1037/0012-1649.26.5.698}, Key = {fds272263} } @article{fds272287, Author = {Jaffee, SR and Caspi, A and Moffitt, TE and Dodge, KA and Rutter, M and Taylor, A and Tully, LA}, Title = {Nature X nurture: genetic vulnerabilities interact with physical maltreatment to promote conduct problems.}, Journal = {Development and psychopathology}, Volume = {17}, Number = {1}, Pages = {67-84}, Year = {2005}, Month = {January}, ISSN = {0954-5794}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15971760}, Abstract = {Maltreatment places children at risk for psychiatric morbidity, especially conduct problems. However, not all maltreated children develop conduct problems. We tested whether the effect of physical maltreatment on risk for conduct problems was strongest among those who were at high genetic risk for these problems using data from the E-risk Study, a representative cohort of 1,116 5-year-old British twin pairs and their families. Children's conduct problems were ascertained via parent and teacher interviews. Physical maltreatment was ascertained via parent report. Children's genetic risk for conduct problems was estimated as a function of their co-twin's conduct disorder status and the pair's zygosity. The effect of maltreatment on risk for conduct problems was strongest among those at high genetic risk. The experience of maltreatment was associated with an increase of 2% in the probability of a conduct disorder diagnosis among children at low genetic risk for conduct disorder but an increase of 24% among children at high genetic risk. Prediction of behavioral pathology can attain greater accuracy if both pathogenic environments and genetic risk are ascertained. Certain genotypes may promote resistance to trauma. Physically maltreated children whose first-degree relatives engage in antisocial behavior warrant priority for therapeutic intervention.}, Doi = {10.1017/s0954579405050042}, Key = {fds272287} } @article{fds271912, Author = {Skinner, AT and Bacchini, D and Lansford, JE and Godwin, J and Sorbring, E and Tapanya, S and Tirado, LMU and Zelli, A and Alampay, LP and Al-Hassan, SM and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Malone, PS and Miranda, MC and Oburu, P and Pastorelli, C}, Title = {Neighborhood Danger, Parental Monitoring, Harsh Parenting, and Child Aggression in Nine Countries.}, Journal = {Societies (Basel, Switzerland)}, Volume = {4}, Number = {1}, Pages = {45-67}, Year = {2014}, Month = {January}, url = {http://dx.doi.org/10.3390/soc4010045}, Abstract = {Exposure to neighborhood danger during childhood has negative effects that permeate multiple dimensions of childhood. The current study examined whether mothers', fathers', and children's perceptions of neighborhood danger are related to child aggression, whether parental monitoring moderates this relation, and whether harsh parenting mediates this relation. Interviews were conducted with a sample of 1,293 children (age <i>M</i> = 10.68, <i>SD</i> = .66; 51% girls) and their mothers (<i>n</i> = 1,282) and fathers (<i>n</i> = 1,075) in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). Perceptions of greater neighborhood danger were associated with more child aggression in all nine countries according to mothers' and fathers' reports and in five of the nine countries according to children's reports. Parental monitoring did not moderate the relation between perception of neighborhood danger and child aggression. The mediating role of harsh parenting was inconsistent across countries and reporters. Implications for further research are discussed, and include examination of more specific aspects of parental monitoring as well as more objective measures of neighborhood danger.}, Doi = {10.3390/soc4010045}, Key = {fds271912} } @article{fds272141, Author = {Beyers, JM and Bates, JE and Pettit, GS and Dodge, KA}, Title = {Neighborhood structure, parenting processes, and the development of youths' externalizing behaviors: a multilevel analysis.}, Journal = {American journal of community psychology}, Volume = {31}, Number = {1-2}, Pages = {35-53}, Year = {2003}, Month = {March}, ISSN = {0091-0562}, url = {http://dx.doi.org/10.1023/a:1023018502759}, Abstract = {Associations among neighborhood structure, parenting processes, and the development of externalizing behavior problems were investigated in a longitudinal sample of early adolescents (from age 11 to 13). Mothers' reports of parental monitoring (at age 11), mothers' and youths' reports of the amount of youths' unsupervised time (at age 11), and youths' reports of positive parental involvement (at age 12) were used to predict initial levels (at age 11) and growth rates in youths' externalizing behavior as reported by teachers. Census-based measures of neighborhood structural disadvantage, residential instability, and concentrated affluence were expected to moderate the effects of parenting processes (e.g., parental monitoring) on externalizing behavior. Hierarchical linear modeling results revealed that less parental monitoring was associated with more externalizing behavior problems at age 11, and more unsupervised time spent out in the community (vs. unsupervised time in any context) and less positive parental involvement were associated with increases in externalizing behavior across time. Furthermore, the decrease in externalizing levels associated with more parental monitoring was significantly more pronounced when youths lived in neighborhoods with more residential instability.}, Doi = {10.1023/a:1023018502759}, Key = {fds272141} } @article{fds272273, Author = {Dodge, KA}, Title = {New wrinkles in the person versus situation debate}, Journal = {Psychological Inquiry}, Volume = {4}, Number = {4}, Pages = {284-286}, Year = {1993}, url = {http://dx.doi.org/10.1207/s15327965pli0404_6}, Doi = {10.1207/s15327965pli0404_6}, Key = {fds272273} } @article{fds371820, Author = {Guryan, J and Ludwig, J and Bhatt, MP and Cook, PJ and Davis, JMV and Dodge, K and Farkas, G and Fryer, RG and Mayer, S and Pollack, H and Steinberg, L and Stoddard, G}, Title = {Not Too Late: Improving Academic Outcomes among Adolescents}, Journal = {American Economic Review}, Volume = {113}, Number = {3}, Pages = {738-765}, Year = {2023}, Month = {March}, url = {http://dx.doi.org/10.1257/aer.20210434}, Abstract = {Improving academic outcomes for economically disadvantaged students has proven challenging, particularly for children at older ages. We present two large-scale randomized controlled trials of a high-dosage tutoring program delivered to secondary school students in Chicago. One innovation is to use paraprofessional tutors to hold down cost, thereby increasing scalability. Participating in math tutoring increases math test scores by 0.18 to 0.40 standard deviations and increases math and nonmath course grades. These effects persist into future years. The data are consistent with increased personalization of instruction as a mechanism. The benefit- cost ratio is comparable to many successful early childhood programs.(JEL H75, I21, I24, I26, I32, J13, J15).}, Doi = {10.1257/aer.20210434}, Key = {fds371820} } @article{fds271933, Author = {Dodge, KA}, Title = {Nurse home visits decreased infant emergency care}, Journal = {Pediatric Annals}, Volume = {42}, Number = {12}, Pages = {480}, Year = {2013}, Month = {December}, ISSN = {0090-4481}, Key = {fds271933} } @article{fds271916, Author = {Dodge, KA}, Title = {Nurse home visits for infants and toddlers of low-income families improve behavioural, language and attention outcomes at age 6-9 years; paraprofessional visits improve visual attention and task switching.}, Journal = {Evidence-based nursing}, Volume = {18}, Number = {2}, Pages = {50-51}, Year = {2015}, Month = {April}, ISSN = {1367-6539}, url = {http://dx.doi.org/10.1136/eb-2014-101828}, Abstract = {Implications for practice and research: Infant home visiting can be efficacious in improving child developmental outcomes throughout early childhood. Home visiting by trained nurses produce positive outcomes, whereas outcomes for paraprofessionals are mixed. This study suggests that future research should be directed towards understanding how nurses have a more positive impact on mothers and their children than paraprofessionals.}, Doi = {10.1136/eb-2014-101828}, Key = {fds271916} } @article{fds272279, Author = {Dodge, KA and Price, JM and Coie, JD and Christopoulos, C}, Title = {On the Development of Aggressive Dyadic Relationships in Boys’ Peer Groups}, Journal = {Human Development}, Volume = {33}, Number = {4-5}, Pages = {260-270}, Publisher = {S. Karger AG}, Year = {1990}, ISSN = {0018-716X}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1990DQ90900005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Doi = {10.1159/000276523}, Key = {fds272279} } @article{fds272088, Author = {Dodge, KA}, Title = {On the meaning of meaning when being mean: commentary on Berkowitz's "on the consideration of automatic as well as controlled psychological processes in aggression".}, Journal = {Aggressive behavior}, Volume = {34}, Number = {2}, Pages = {133-135}, Year = {2008}, Month = {March}, url = {http://www.ncbi.nlm.nih.gov/pubmed/18203196}, Abstract = {Berkowitz (this issue) makes a cogent case for his cognitive neo-associationist (CNA) model that some aggressive behaviors occur automatically, emotionally, and through conditioned association with other stimuli. He also proposes that they can occur without "processing," that is, without meaning. He contrasts his position with that of social information processing (SIP) models, which he casts as positing only controlled processing mechanisms for aggressive behavior. However, both CNA and SIP models posit automatic as well as controlled processes in aggressive behavior. Most aggressive behaviors occur through automatic processes, which are nonetheless rule governed. SIP models differ from the CNA model in asserting the essential role of meaning (often through nonconscious, automatic, and emotional processes) in mediating the link between a stimulus and an angry aggressive behavioral response.}, Doi = {10.1002/ab.20242}, Key = {fds272088} } @article{fds272247, Author = {Dodge, KA and Price, JM}, Title = {On the relation between social information processing and socially competent behavior in early school-aged children.}, Journal = {Child development}, Volume = {65}, Number = {5}, Pages = {1385-1397}, Year = {1994}, Month = {October}, url = {http://www.ncbi.nlm.nih.gov/pubmed/7982356}, Abstract = {This article tested the hypotheses that (1) children's behavioral competence is a function of patterns of social information processing; (2) processing correlates of behavior occur at each of 5 steps of processing within each of 3 social situations; (3) measures at each step uniquely increment each other in predicting behavior; (4) the relation between processing and behavior is stronger within than across domains; and (5) processing patterns are more sophisticated among older than younger children and the processing-behavior relation is stronger among older than younger children. Videorecorded stimuli were used to assess processing patterns (encoding, interpretational errors and bias, response generation, response evaluation, and enactment skill) in 3 domains (peer group entry, response to provocation, and response to authority directive) in 259 first-, second-, and third-grade boys and girls (ages 6-9 years). Ratings of behavioral competence in each domain were made by peers and teachers. Findings generally supported hypotheses, with the magnitude of relations being modest.}, Doi = {10.1111/j.1467-8624.1994.tb00823.x}, Key = {fds272247} } @article{fds352747, Author = {Lansford, JE and Zietz, S and Bornstein, MH and Deater-Deckard, K and Di Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L}, Title = {Opportunities and peer support for aggression and delinquency during adolescence in nine countries.}, Journal = {New directions for child and adolescent development}, Volume = {2020}, Number = {172}, Pages = {73-88}, Year = {2020}, Month = {July}, url = {http://dx.doi.org/10.1002/cad.20361}, Abstract = {This study tested culture-general and culture-specific aspects of adolescent developmental processes by focusing on opportunities and peer support for aggressive and delinquent behavior, which could help account for cultural similarities and differences in problem behavior during adolescence. Adolescents from 12 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States) provided data at ages 12, 14, and 15. Variance in opportunities and peer support for aggression and delinquency, as well as aggressive and delinquent behavior, was greater within than between cultures. Across cultural groups, opportunities and peer support for aggression and delinquency increased from early to mid-adolescence. Consistently across diverse cultural groups, opportunities and peer support for aggression and delinquency predicted subsequent aggressive and delinquent behavior, even after controlling for prior aggressive and delinquent behavior. The findings illustrate ways that international collaborative research can contribute to developmental science by embedding the study of development within cultural contexts.}, Doi = {10.1002/cad.20361}, Key = {fds352747} } @article{fds359076, Author = {McWood, LM and Erath, SA and Pettit, GS and Bates, JE and Dodge, KA and Lansford, JE}, Title = {Organized Activity Involvement Predicts Internalizing and Externalizing Problems in Adolescence.}, Journal = {Journal of youth and adolescence}, Volume = {50}, Number = {11}, Pages = {2181-2193}, Year = {2021}, Month = {November}, url = {http://dx.doi.org/10.1007/s10964-021-01491-3}, Abstract = {Despite the expected benefits of organized activity involvement (e.g., sports, clubs), inconsistencies in associations between activity involvement and internalizing and externalizing problems may be explained in part by limitations of measurements and variations between individuals. To address these gaps, a latent variable of organized activity participation was tested as a predictor of internalizing and externalizing problems, and initial child adjustment was tested as a moderator of the outcomes from activity participation. Participants included 431 adolescents (52.2% female; ages 12-13 in seventh grade) from the Child Development Project. Adolescents self-reported activity involvement (seventh grade) and internalizing problems (seventh and ninth grades); mothers reported on adolescents' externalizing problems (seventh and eighth grade). Structural equation models showed that an activity involvement latent variable predicted lower internalizing problems. The interaction between activity involvement and initial level of externalizing problems predicted externalizing problems. Specifically, higher levels of activity involvement predicted lower levels of externalizing problems at initially lower levels of externalizing problems. However, at higher levels of initial externalizing problems, higher levels of activity involvement predicted higher levels of externalizing problems. The results suggest that activity involvement reduces risk for subsequent internalizing problems but could increase or decrease risk for subsequent externalizing problems depending on initial levels of externalizing problems.}, Doi = {10.1007/s10964-021-01491-3}, Key = {fds359076} } @article{fds304170, Author = {Hill, NE and Castellino, DR and Lansford, JE and Nowlin, P and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence.}, Journal = {Child development}, Volume = {75}, Number = {5}, Pages = {1491-1509}, Year = {2004}, Month = {September}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15369527}, Abstract = {A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.}, Doi = {10.1111/j.1467-8624.2004.00753.x}, Key = {fds304170} } @article{fds272049, Author = {Miller-Johnson, and S, and Gorman-Smith, and D, and Sullivan, and T, and Orpinas, and P, and Dodge, TM-SVPPKA and member}, Title = {Parent and peer predictors of physical dating violence perpetration in early adolescence: Tests of moderation and gender differences}, Journal = {Journal of Clinical Child and Adolescent Psychology}, Volume = {38}, Number = {4}, Pages = {535-550}, Year = {2009}, url = {http://dx.doi.org/10.1080/15374410902976270}, Doi = {10.1080/15374410902976270}, Key = {fds272049} } @article{fds272053, Author = {Gershoff, ET and Grogan Kaylor and A and Lansford, JE and Chang, L and Zelli, A and Deater Deckard and K and Dodge, KA}, Title = {Parent discipline practices in an international sample: Associations with child behaviors and moderation by perceived normativeness}, Journal = {Child Development}, Volume = {81}, Number = {2}, Pages = {480-495}, Year = {2010}, ISSN = {0009-3920}, url = {http://dx.doi.org/10.1111/j.1467-8624.2009.01409.x}, Abstract = {This study examined the associations of 11 discipline techniques with children's aggressive and anxious behaviors in an international sample of mothers and children from 6 countries and determined whether any significant associations were moderated by mothers' and children's perceived normativeness of the techniques. Participants included 292 mothers and their 8- to 12-year-old children living in China, India, Italy, Kenya, Philippines, and Thailand. Parallel multilevel and fixed effects models revealed that mothers' use of corporal punishment, expressing disappointment, and yelling were significantly related to more child aggression symptoms, whereas giving a time-out, using corporal punishment, expressing disappointment, and shaming were significantly related to greater child anxiety symptoms. Some moderation of these associations was found for children's perceptions of normativeness. © 2010, the Author(s).}, Doi = {10.1111/j.1467-8624.2009.01409.x}, Key = {fds272053} } @article{fds304174, Author = {Gershoff, ET and Grogan-Kaylor, A and Lansford, JE and Chang, L and Zelli, A and Deater-Deckard, K and Dodge, KA}, Title = {Parent discipline practices in an international sample: associations with child behaviors and moderation by perceived normativeness.}, Journal = {Child development}, Volume = {81}, Number = {2}, Pages = {487-502}, Year = {2010}, Month = {March}, ISSN = {0009-3920}, url = {http://dx.doi.org/10.1111/j.1467-8624.2009.01409.x}, Abstract = {This study examined the associations of 11 discipline techniques with children's aggressive and anxious behaviors in an international sample of mothers and children from 6 countries and determined whether any significant associations were moderated by mothers' and children's perceived normativeness of the techniques. Participants included 292 mothers and their 8- to 12-year-old children living in China, India, Italy, Kenya, Philippines, and Thailand. Parallel multilevel and fixed effects models revealed that mothers' use of corporal punishment, expressing disappointment, and yelling were significantly related to more child aggression symptoms, whereas giving a time-out, using corporal punishment, expressing disappointment, and shaming were significantly related to greater child anxiety symptoms. Some moderation of these associations was found for children's perceptions of normativeness.}, Doi = {10.1111/j.1467-8624.2009.01409.x}, Key = {fds304174} } @article{fds272182, Author = {Kohl, GO and Lengua, LJ and McMahon, RJ and Bierman, K and Dodge, KA and Coie, JD and Greenberg, MT and Lochman, JE and Pinderhughes, EE}, Title = {Parent Involvement in School: Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors}, Journal = {Journal of School Psychology}, Volume = {38}, Number = {6}, Pages = {501-523}, Publisher = {Elsevier BV}, Year = {2000}, url = {http://hdl.handle.net/10161/8003 Duke open access}, Abstract = {Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent-Teacher Contact, Parent Involvement at School, Quality of Parent-Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors-parental education level, maternal depression, and single-parent status-and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations. © 2000 Society for the Study of School Psychology. Published by Elsevier Science Ltd.}, Doi = {10.1016/S0022-4405(00)00050-9}, Key = {fds272182} } @article{fds272185, Author = {Hill, NE and Lansford, J and Castellino, DR and Nowlin, P and Dodge, KA and Bates, J and Petit, G}, Title = {Parent-academic involvement as related to school behavior, achievement and aspirations: Demographic variations across adolescence}, Journal = {Child Development}, Volume = {75}, Number = {4}, Pages = {1491-1509}, Year = {2004}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15369527}, Abstract = {A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.}, Doi = {10.1111/j.1467-8624.2004.00753.x}, Key = {fds272185} } @article{fds360539, Author = {Skinner, AT and Godwin, J and Alampay, LP and Lansford, JE and Bacchini, D and Bornstein, MH and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Yotanyamaneewong, S}, Title = {Parent-adolescent relationship quality as a moderator of links between COVID-19 disruption and reported changes in mothers' and young adults' adjustment in five countries.}, Journal = {Developmental psychology}, Volume = {57}, Number = {10}, Pages = {1648-1666}, Year = {2021}, Month = {October}, url = {http://dx.doi.org/10.1037/dev0001236}, Abstract = {The COVID-19 pandemic has presented families around the world with extraordinary challenges related to physical and mental health, economic security, social support, and education. The current study capitalizes on a longitudinal, cross-national study of parenting, adolescent development, and young adult competence to document the association between personal disruption during the pandemic and reported changes in internalizing and externalizing behavior in young adults and their mothers since the pandemic began. It further investigates whether family functioning during adolescence 3 years earlier moderates this association. Data from 484 families in five countries (Italy, the Philippines, Sweden, Thailand, and the United States) reveal that higher levels of reported disruption during the pandemic are related to reported increases in internalizing and externalizing behaviors after the onset of the COVID-19 pandemic for young adults (Mage = 20) and their mothers in all five countries, with the exception of one association in Thailand. Associations between disruption during the pandemic and young adults' and their mothers' reported increases in internalizing and externalizing behaviors were attenuated by higher levels of youth disclosure, more supportive parenting, and lower levels of destructive adolescent-parent conflict prior to the pandemic. This work has implications for fostering parent-child relationships characterized by warmth, acceptance, trust, open communication, and constructive conflict resolution at all times given their protective effects for family resilience during times of crisis. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, Doi = {10.1037/dev0001236}, Key = {fds360539} } @article{fds338327, Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS}, Title = {Parental acceptance-rejection and child prosocial behavior: Developmental transactions across the transition to adolescence in nine countries, mothers and fathers, and girls and boys.}, Journal = {Developmental psychology}, Volume = {54}, Number = {10}, Pages = {1881-1890}, Year = {2018}, Month = {October}, url = {http://dx.doi.org/10.1037/dev0000565}, Abstract = {Promoting children's prosocial behavior is a goal for parents, healthcare professionals, and nations. Does positive parenting promote later child prosocial behavior, or do children who are more prosocial elicit more positive parenting later, or both? Relations between parenting and prosocial behavior have to date been studied only in a narrow band of countries, mostly with mothers and not fathers, and child gender has infrequently been explored as a moderator of parenting-prosocial relations. This cross-national study uses 1,178 families (mothers, fathers, and children) from 9 countries to explore developmental transactions between parental acceptance-rejection and girls' and boys' prosocial behavior across 3 waves (child ages 9 to 12). Controlling for stability across waves, within-wave relations, and parental age and education, higher parental acceptance predicted increased child prosocial behavior from age 9 to 10 and from age 10 to 12. Higher age 9 child prosocial behavior also predicted increased parental acceptance from age 9 to 10. These transactional paths were invariant across 9 countries, mothers and fathers, and girls and boys. Parental acceptance increases child prosocial behaviors later, but child prosocial behaviors are not effective at increasing parental acceptance in the transition to adolescence. This study identifies widely applicable socialization processes across countries, mothers and fathers, and girls and boys. (PsycINFO Database Record}, Doi = {10.1037/dev0000565}, Key = {fds338327} } @article{fds271999, Author = {Lee, SJ and Lansford, JE and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Parental agreement of reporting parent to child aggression using the Conflict Tactics Scales}, Journal = {Child Abuse and Neglect}, Volume = {36}, Number = {6}, Pages = {510-518}, Year = {2012}, ISSN = {0145-2134}, url = {http://dx.doi.org/10.1016/j.chiabu.2012.04.005}, Abstract = {<h4>Objectives</h4>This study examined mothers' and fathers' reporting congruency using the Parent-Child Conflict Tactics Scales. We asked if the mother's report of the father's parenting aggression was consistent with the father's self-report of parenting aggression and if the father's report of the mother's parenting aggression was consistent with the mother's self- report of those same behaviors. We assessed moderators of parental reporting congruency: severity of the aggression, interparental conflict, child temperament, and child gender.<h4>Methods</h4>Participants were from the Child Development Project, a longitudinal study beginning when children were in kindergarten. The analyses herein included 163 children for whom 2 parents provided data about their own and their spouse or partner's behavior toward the child. Most parents (87%) were married. Mothers and fathers independently completed the Parent-Child Conflict Tactics Scale, both with respect to their own behavior toward the child and with respect to their partner's behavior toward the child. Mothers completed the retrospective Infant Characteristics Questionnaire to assess child temperament. Mothers and fathers completed measures of interparental conflict.<h4>Results</h4>Both fathers and mothers self-reported more frequently engaging in each behavior than the other parent reported they did. Parents were more congruent on items assessing harsher parenting behavior. Furthermore, there was more agreement between parents regarding fathers' behavior than mothers' behavior. Analyses of interparental conflict, child difficult temperament, and child gender as moderators yielded findings suggesting that mothers' and fathers' reports of their own and their spouses' harsh parenting behaviors were more concordant in couples with low levels of conflict, for children with easy temperaments, and for boys versus girls.<h4>Conclusions</h4>Prior studies indicate only a moderate level of agreement in couples' reports of violence between intimate partners and suggest that perpetrators tend to underreport their use of aggression. The results of this study suggest that parents may be more consistent in their reports of parent to child violence using the Parent-Child Conflict Tactics Scales than they are when reporting intimate partner violence. The results suggest that parental reports of their spouse's parent to child aggression are reliable.}, Doi = {10.1016/j.chiabu.2012.04.005}, Key = {fds271999} } @article{fds289621, Author = {Lansford, JE and Wager, LB and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Parental Reasoning, Denying Privileges, Yelling, and Spanking: Ethnic Differences and Associations with Child Externalizing Behavior.}, Journal = {Parenting, science and practice}, Volume = {12}, Number = {1}, Pages = {42-56}, Year = {2012}, Month = {January}, ISSN = {1529-5192}, url = {http://dx.doi.org/10.1080/15295192.2011.613727}, Abstract = {<h4>Objective</h4>This study was designed to examine whether African American and European American mothers differ in their discipline use when reasoning, denying privileges, yelling, and spanking are considered simultaneously and whether there are ethnic group differences in how these four forms of discipline are associated with child externalizing behavior.<h4>Design</h4>Structural equation models were used to examine relations between children's externalizing behavior in kindergarten (age 5), mothers' discipline in grades 1-3 (ages 6-8), and children's externalizing behavior in grade 4 (age 9) in a sample of 585 mothers and children.<h4>Results</h4>African American and European American mothers showed the same rank order frequency of reported use of each of the four forms of discipline, most frequently using reasoning, followed by yelling, denying privileges, and least frequently spanking. However, European American mothers more frequently reported using three of the four forms of discipline than did African American mothers, with no ethnic differences in the frequency with which mothers reported spanked. For European American children, higher levels of teacher-reported child externalizing in kindergarten predicted mothers' more frequent report of denying privileges, yelling, and spanking in grades 1-3; only spanking was associated with more child externalizing behaviors in grade 4. For African American children, teacher-reported child externalizing in kindergarten was unrelated to mothers' report of discipline in grades 1-3; considering predictions from discipline to grade 4 child externalizing, only denying privileges was predictive.<h4>Conclusions</h4>European American and African American families differ in links between children's teacher-reported externalizing behaviors and subsequent mother-reported discipline as well as links between mother-reported discipline and children's subsequent teacher-reported externalizing.}, Doi = {10.1080/15295192.2011.613727}, Key = {fds289621} } @misc{fds367708, Author = {Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Chen, B-B and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Skinner, AT and Pastorelli, C and Sorbring, E and Steinberg, L and Icenogle, G and Tapanya, S and Alampay, LP and Uribe Tirado and LM and Zelli, A}, Title = {Parenting and Positive Adjustment for Adolescents in Nine Countries}, Pages = {235-248}, Booktitle = {Cross-Cultural Advancements in Positive Psychology}, Publisher = {Springer International Publishing}, Year = {2017}, ISBN = {9783319683621}, url = {http://dx.doi.org/10.1007/978-3-319-68363-8_16}, Doi = {10.1007/978-3-319-68363-8_16}, Key = {fds367708} } @article{fds272183, Author = {Pinderhughes, and E, E and Nix, and R, and Foster, and M, E and Jones, and D, and Dodge, TCPPRGKA and member}, Title = {Parenting in context: Impact of neighborhood poverty, residential stability, public services, social networks, and danger on parental behaviors}, Journal = {Journal of Marriage and the Family}, Volume = {63}, Number = {4}, Pages = {941-953}, Publisher = {WILEY}, Year = {2001}, 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 = {fds272183} } @article{fds272159, Author = {Stormshak, and A, E and Bierman, and L, K and McMahon, and J, R and Lengua, and L, and Group, TCPPR}, Title = {Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School}, Journal = {Journal of Clinical Child Psychology}, Volume = {29}, Number = {1}, Pages = {17-29}, Year = {2000}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2764296/}, Abstract = {Examined the hypothesis that distinct parenting practices may be associated with type and profile of a child's disruptive behavior problems (e.g., oppositional, aggressive, hyperactive). Parents of 631 behaviorally disruptive children described the extent to which they experienced warm and involved interactions with their children and the extent to which their discipline strategies were inconsistent and punitive and involved spanking and physical aggression. As expected from a developmental perspective, parenting practices that included punitive interactions were associated with elevated rates of all child disruptive behavior problems. Low levels of warm involvement were particularly characteristic of parents of children who showed elevated levels of oppositional behaviors. Physically aggressive parenting was linked more specifically with child aggression. In general, parenting practices contributed more to the prediction of oppositional and aggressive behavior problems than to hyperactive behavior problems, and parenting influences were fairly consistent across ethnic groups and sex.}, Doi = {10.1207/s15374424jccp2901_3}, Key = {fds272159} } @article{fds370019, Author = {Kapetanovic, S and Zietz, S and Lansford, JE and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Oburu, P and Junla, D and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM}, Title = {Parenting, Adolescent Sensation Seeking, and Subsequent Substance Use: Moderation by Adolescent Temperament.}, Journal = {Journal of youth and adolescence}, Volume = {52}, Number = {6}, Pages = {1235-1254}, Year = {2023}, Month = {June}, url = {http://dx.doi.org/10.1007/s10964-023-01765-y}, Abstract = {Although previous research has identified links between parenting and adolescent substance use, little is known about the role of adolescent individual processes, such as sensation seeking, and temperamental tendencies for such links. To test tenets from biopsychosocial models of adolescent risk behavior and differential susceptibility theory, this study investigated longitudinal associations among positive and harsh parenting, adolescent sensation seeking, and substance use and tested whether the indirect associations were moderated by adolescent temperament, including activation control, frustration, sadness, and positive emotions. Longitudinal data reported by adolescents (n = 892; 49.66% girls) and their mothers from eight cultural groups when adolescents were ages 12, 13, and 14 were used. A moderated mediation model showed that parenting was related to adolescent substance use, both directly and indirectly, through sensation seeking. Indirect associations were moderated by adolescent temperament. This study advances understanding of the developmental paths between the contextual and individual factors critical for adolescent substance use across a wide range of cultural contexts.}, Doi = {10.1007/s10964-023-01765-y}, Key = {fds370019} } @article{fds337500, Author = {Lansford, JE and Godwin, J and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Bacchini, D}, Title = {Parenting, culture, and the development of externalizing behaviors from age 7 to 14 in nine countries.}, Journal = {Development and psychopathology}, Volume = {30}, Number = {5}, Pages = {1937-1958}, Year = {2018}, Month = {December}, url = {http://dx.doi.org/10.1017/s0954579418000925}, Abstract = {Using multilevel models, we examined mother-, father-, and child-reported (N = 1,336 families) externalizing behavior problem trajectories from age 7 to 14 in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). The intercept and slope of children's externalizing behavior trajectories varied both across individuals within culture and across cultures, and the variance was larger at the individual level than at the culture level. Mothers' and children's endorsement of aggression as well as mothers' authoritarian attitudes predicted higher age 8 intercepts of child externalizing behaviors. Furthermore, prediction from individual-level endorsement of aggression and authoritarian attitudes to more child externalizing behaviors was augmented by prediction from cultural-level endorsement of aggression and authoritarian attitudes, respectively. Cultures in which father-reported endorsement of aggression was higher and both mother- and father-reported authoritarian attitudes were higher also reported more child externalizing behavior problems at age 8. Among fathers, greater attributions regarding uncontrollable success in caregiving situations were associated with steeper declines in externalizing over time. Understanding cultural-level as well as individual-level correlates of children's externalizing behavior offers potential insights into prevention and intervention efforts that can be more effectively targeted at individual children and parents as well as targeted at changing cultural norms that increase the risk of children's and adolescents' externalizing behavior.}, Doi = {10.1017/s0954579418000925}, Key = {fds337500} } @article{fds272076, Author = {Goodnight, JA and Bates, JE and Pettit, GS and Dodge, KA}, Title = {Parents' campaigns to reduce their children's conduct problems: Interactions with temperamental resistance to control}, Journal = {European Journal of Developmental Science}, Volume = {2}, Number = {1/2}, Pages = {100-119}, Year = {2008}, url = {http://hdl.handle.net/10161/8000 Duke open access}, Abstract = {Longitudinal studies have found associations between parenting and the development of conduct problems, and have found that resistant to control temperament moderates these associations. Intervention studies have found associations between intervention-induced changes in parenting and subsequent reductions in children’s conduct problems. However, no study to date has evaluated whether parents’ self-initiated efforts to change their parenting practices affect children’s conduct problems and whether effects depend on children’s temperament. The current study asked whether parents’ concerted efforts, or campaigns, to increase their involvement and limit-setting were effective in reducing growth in conduct problems from late childhood to early adolescence. It also asked whether the effects of campaigns varied according to children’s levels of temperamental resistance to control. Analyses statistically controlled for parenting practices and conduct problems before the campaigns, socioeconomic status, gender, and ethnicity. Results indicated that campaigns that included increased involvement and limit-setting were beneficial only for youths who were rated in early childhood as temperamentally resistant to control. © 2008 Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen 2008.}, Doi = {10.3233/DEV-2008-21207}, Key = {fds272076} } @article{fds272086, Author = {Laird, RD and Criss, MM and Pettit, GS and Dodge, KA and Bates, JE}, Title = {Parents' monitoring knowledge attenuates the link between antisocial friends and adolescent delinquent behavior.}, Journal = {Journal of abnormal child psychology}, Volume = {36}, Number = {3}, Pages = {299-310}, Year = {2008}, Month = {April}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/s10802-007-9178-4}, Abstract = {Developmental trajectories of parents' knowledge of their adolescents' whereabouts and activities were tested as moderators of transactional associations between friends' antisociality and adolescent delinquent behavior. 504 adolescents (50% female) provided annual reports (from ages 12 to 16) of their parents' knowledge and (from ages 13 to 16) their own delinquent behavior and their friends' antisociality. Parents also reported the adolescents' delinquent behavior. Growth mixture modeling was used to identify two sub-groups based on their monitoring knowledge growth trajectories. Adolescents in the sub-group characterized by decreasing levels of parents' knowledge reported more delinquent behavior and more friend antisociality in early adolescence, and reported greater increases in delinquent behavior and friend antisociality from early to middle adolescence compared to adolescents in the sub-group characterized by increasing levels of parents' knowledge. Transactional associations consistent with social influence and social selection processes also were suppressed in the increasing knowledge sub-group as compared to the decreasing knowledge sub-group.}, Doi = {10.1007/s10802-007-9178-4}, Key = {fds272086} } @article{fds272134, Author = {Laird, RD and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Parents' monitoring-relevant knowledge and adolescents' delinquent behavior: evidence of correlated developmental changes and reciprocal influences.}, Journal = {Child development}, Volume = {74}, Number = {3}, Pages = {752-768}, Year = {2003}, Month = {May}, url = {http://dx.doi.org/10.1111/1467-8624.00566}, Abstract = {Links between parental knowledge and adolescent delinquent behavior were tested for correlated rates of developmental change and reciprocal associations. For 4 years beginning at age 14, adolescents (N = 396) reported on their delinquent behavior and on their parents' knowledge of their whereabouts and activities. Parents completed measures of their adolescents' delinquent behavior. Knowledge was negatively correlated with delinquent behaviors at baseline, and increases over time in knowledge were negatively correlated with increases in parent-reported delinquent behavior. Reciprocal associations indicate that low levels of parental knowledge predict increases in delinquent behavior and that high levels of delinquent behavior predict decreases in knowledge. Discussion considers both youth-driven and parent-driven processes that may account for the correlated developmental changes and reciprocal associations.}, Doi = {10.1111/1467-8624.00566}, Key = {fds272134} } @article{fds376699, Author = {Al-Hassan, SM and Duell, N and Lansford, JE and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta, L}, Title = {Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries}, Journal = {European Journal of Psychology of Education}, Year = {2024}, Month = {January}, url = {http://dx.doi.org/10.1007/s10212-024-00827-4}, Abstract = {An important question for parents and educators alike is how to promote adolescents’ academic identity and school performance. This study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts. Longitudinal data were collected from adolescents and their parents in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). When adolescents were 16 years old, their mothers (N = 1083) and fathers (N = 859) provided data. When adolescents were 17 years old, 1049 adolescents (50% girls) and their mothers (N = 1001) and fathers (N = 749) provided data. Multiple-group path analyses indicated that, across cultures, higher parent education was associated with better adolescent school performance. Parents’ attitudes toward their adolescents’ school and parent support for learning in the home were not associated with adolescents’ school performance but were associated with academic identity. The findings suggest somewhat different pathways to school performance versus academic identity. Implications for helping parents and educators in different countries promote adolescents’ academic identity and achievement are discussed.}, Doi = {10.1007/s10212-024-00827-4}, Key = {fds376699} } @article{fds376321, Author = {Goodnight, JA and Bates, JE and Pettit, GS and Dodge, KA}, Title = {Parents’campaigns to reduce their children’s conduct problems: Interactions with temperamental resistance to control}, Journal = {International Journal of Developmental Sciences}, Volume = {2}, Number = {1-2}, Pages = {100-119}, Year = {2008}, Month = {January}, url = {http://dx.doi.org/10.3233/DEV-2008-21207}, Abstract = {Longitudinal studies have found associations between parenting and the development of conduct problems, and have found that resistant to control temperament moderates these associations. Intervention studies have found associations between intervention-induced changes in parenting and subsequent reductions in children’s conduct problems. However, no study to date has evaluated whether parents’ self-initiated efforts to change their parenting practices affect children’s conduct problems and whether effects depend on children’s temperament. The current study asked whether parents’ concerted efforts, or campaigns, to increase their involvement and limit-setting were effective in reducing growth in conduct problems from late childhood to early adolescence. It also asked whether the effects of campaigns varied according to children’s levels of temperamental resistance to control. Analyses statistically controlled for parenting practices and conduct problems before the campaigns, socioeconomic status, gender, and ethnicity. Results indicated that campaigns that included increased involvement and limit-setting were beneficial only for youths who were rated in early childhood as temperamentally resistant to control. © 2008 Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen 2008.}, Doi = {10.3233/DEV-2008-21207}, Key = {fds376321} } @article{fds365096, Author = {Iselin, A-MR and DiGiunta, L and Lunetti, C and Lansford, JE and Eisenberg, N and Dodge, KA and Pastorelli, C and Tirado, LMU and Bacchini, D and Thartori, E and Fiasconaro, I and Gliozzo, G and Favini, A and Basili, E and Cirimele, F and Remondi, C and Skinner, AT}, Title = {Pathways from Maternal Harsh Discipline Through Rumination to Anxiety and Depression Symptoms: Gender and Normativeness of Harsh Discipline as Moderators.}, Journal = {Research on child and adolescent psychopathology}, Volume = {50}, Number = {10}, Pages = {1313-1326}, Year = {2022}, Month = {October}, url = {http://dx.doi.org/10.1007/s10802-022-00951-z}, Abstract = {This study examined gender-specific longitudinal pathways from harsh parenting through rumination to anxiety and depression symptoms among early adolescents from three countries and six subgroups. Participants were 567 mothers, 428 fathers, and 566 children (T1: M<sub>age</sub> = 10.89; 50% girls) from Medellín, Colombia (n = 100); Naples, Italy (n = 95); Rome, Italy (n = 99); Durham, North Carolina, United States (Black n = 92, Latinx n = 80, and White n = 100). Parent reported maternal and paternal harsh parenting were measured at T1. Adolescent reported rumination was measured at T2 (M<sub>age</sub> = 12.58) and anxiety and depression symptoms were measured at T1 and T3 (M<sub>age</sub> = 13.71). Rumination mediated the pathway from maternal harsh discipline to girls' anxiety and depression symptoms, controlling for baseline anxiety and depression symptoms. The more harsh discipline mothers used, the more their daughters ruminated, which in turn was associated with increased anxiety and depression symptoms. Exploratory moderated mediation analyses indicated that the strength of the mediational pathway from maternal harsh discipline through girls' rumination to anxiety and depression symptoms decreased as the normativeness of harsh parenting increased. Mediational pathways for boys and for paternal harsh discipline were not significant. Our findings expand knowledge on specific contexts in which rumination is a mechanism for understanding pathways to anxiety and depression symptoms.}, Doi = {10.1007/s10802-022-00951-z}, Key = {fds365096} } @article{fds271931, Author = {Lansford, JE and Yu, T and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Pathways of Peer Relationships from Childhood to Young Adulthood.}, Journal = {Journal of applied developmental psychology}, Volume = {35}, Number = {2}, Pages = {111-117}, Year = {2014}, Month = {March}, ISSN = {0193-3973}, url = {http://dx.doi.org/10.1016/j.appdev.2013.12.002}, Abstract = {This study examined trajectories of peer social preference during childhood and personality assessed in early adolescence in relation to trajectories of friendship quality during early adulthood. Participants (<i>N</i> = 585) were followed from age 5 to age 23. At ages 5 to 8, peers provided sociometric nominations; at age 12 participants reported their own personality characteristics; from age 19 to 23 participants rated their friendship quality. Latent growth modeling revealed that trajectories characterized by high levels of childhood peer social preference were related to trajectories characterized by high levels of early adulthood friendship quality. Early adolescent personality characterized by extraversion and conscientiousness predicted higher friendship quality at age 19, and conscientiousness predicted change in friendship quality from age 19 to 23. This study demonstrates that peer relationships show continuity from childhood to early adulthood and that qualities of core personality are linked to the development of adult friendships.}, Doi = {10.1016/j.appdev.2013.12.002}, Key = {fds271931} } @article{fds272281, Author = {Kaplow, JB and Dodge, KA and Amaya-Jackson, L and Saxe, GN}, Title = {Pathways to PTSD, part II: Sexually abused children.}, Journal = {Am J Psychiatry}, Volume = {162}, Number = {7}, Pages = {1305-1310}, Year = {2005}, Month = {July}, url = {http://dx.doi.org/10.1176/appi.ajp.162.7.1305}, Abstract = {OBJECTIVE: The goal of this research was to develop and test a prospective model of posttraumatic stress symptoms in sexually abused children that includes pretrauma, trauma, and disclosure-related pathways. METHOD: At time 1, several measures were used to assess pretrauma variables, trauma variables, and stress reactions upon disclosure for 156 sexually abused children ages 8 to 13 years. At the time 2 follow-up (7 to 36 months following the initial interview), the children were assessed for posttraumatic stress disorder (PTSD) symptoms. RESULTS: A path analysis involving a series of hierarchically nested ordinary least squares multiple regression analyses indicated three direct paths to PTSD symptoms: avoidant coping, anxiety/arousal, and dissociation, all measured during or immediately after disclosure of sexual abuse. Additionally, age and gender predicted avoidant coping, while life stress and age at abuse onset predicted symptoms of anxiety/arousal. Taken together, these pathways accounted for approximately 57% of the variance in PTSD symptoms. CONCLUSIONS: Symptoms measured at the time of disclosure constitute direct, independent pathways by which sexually abused children are likely to develop later PTSD symptoms. These findings speak to the importance of assessing children during the disclosure of abuse in order to identify those at greatest risk for later PTSD symptoms.}, Doi = {10.1176/appi.ajp.162.7.1305}, Key = {fds272281} } @article{fds272224, Author = {Pettit, GS and Laird, RD and Bates, JE and Dodge, KA}, Title = {Patterns of after-school care in middle childhood: Risk factors and developmental outcomes}, Journal = {Merrill-Palmer Quarterly}, Volume = {43}, Number = {3}, Pages = {515-538}, Year = {1997}, Month = {July}, url = {http://www.jstor.org/stable/23093336}, Abstract = {Investigated was the extent to which children's involvement in differing types of after-school care (ASC) in Grades 1, 3, and 5 predicted behavioral adjustment and academic performance in Grade 6. Interviews with 466 mothers provided information about children's ASC experiences. Teacher ratings of children's adjustment were collected in kindergarten; sixth-grade teacher ratings and school records provided follow-up outcome data. High amounts of self-care predicted poorer adjustment even after controlling for socioeconomic status (SES) and prior adjustment. Poor adjustment outcomes for self-care were most apparent for children already displaying problem behavior in kindergarten, and for children not participating in adult-supervised extracurricular activities. The impact of several types of care was moderated by SES and child sex. These findings highlight the social context of the ASC experience, with prior adjustment, family background, and patterning of care all serving as important factors in the care-outcome linkage.}, Key = {fds272224} } @article{fds272233, Author = {McFadyen-Ketchum, SA and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Patterns of change in early childhood aggressive-disruptive behavior: gender differences in predictions from early coercive and affectionate mother-child interactions.}, Journal = {Child development}, Volume = {67}, Number = {5}, Pages = {2417-2433}, Year = {1996}, Month = {October}, url = {http://www.ncbi.nlm.nih.gov/pubmed/9022248}, Abstract = {The present study focused on mother-child interaction predictors of initial levels and change in child aggressive and disruptive behavior at school from kindergarten to third grade. Aggression-disruption was measured via annual reports from teachers and peers. Ordinary least-squares regression was used to identify 8 separate child aggression trajectories, 4 for each gender: high initial levels with increases in aggression, high initial levels with decrease in aggression, low initial levels with increases in aggression, and low initial levels with decreases in aggression. Mother-child interaction measures of coercion and nonaffection collected prior to kindergarten were predictive of initial levels of aggression-disruption in kindergarten in both boys and girls. However, boys and girls differed in how coercion and nonaffection predicted change in aggression-disruption across elementary school years. For boys, high coercion and nonaffection were particularly associated with the high-increasing-aggression trajectory, but for girls, high levels of coercion and nonaffection were associated with the high-decreasing-aggression trajectory. This difference is discussed in the context of Patterson et al.'s coercion training theory, and the need for gender-specific theories of aggressive development is noted.}, Doi = {10.1111/j.1467-8624.1996.tb01865.x}, Key = {fds272233} } @article{fds376700, Author = {Lansford, JE and Rauer, A and Pettit, GS and Godwin, J and Bates, JE and Dodge, KA}, Title = {PATTERNS OF SINGLEHOOD, COHABITATION, AND MARRIAGE IN EARLY ADULTHOOD IN RELATION TO WELL-BEING IN ESTABLISHED ADULTHOOD}, Journal = {Research in Human Development}, Year = {2024}, Month = {January}, url = {http://dx.doi.org/10.1080/15427609.2024.2321400}, Abstract = {In a cohort followed from late adolescence until established adulthood, this study examined how singlehood, cohabitation, and marriage at different ages are related to well-being at age 34. Participants (N = 585) from three U.S. sites reported their marital and residential status at ages 18, 23, 28, and 34, when they also reported on physical, psychological, and social indicators of well-being. Findings suggest that being married compared to single earlier in adulthood is related to several indicators of better age 34 well-being. Cohabiting participants’ well-being was more similar to the well-being of the single than married participants on most indicators.}, Doi = {10.1080/15427609.2024.2321400}, Key = {fds376700} } @article{fds272188, Author = {Dishion, TJ and Dodge, KA}, Title = {Peer contagion in interventions for children and adolescents: moving towards an understanding of the ecology and dynamics of change.}, Journal = {Journal of abnormal child psychology}, Volume = {33}, Number = {3}, Pages = {395-400}, Year = {2005}, Month = {June}, url = {http://dx.doi.org/10.1007/s10802-005-3579-z}, Abstract = {The influence of deviant peers on youth behavior is of growing concern, both in naturally occurring peer interactions and in interventions that might inadvertently exacerbate deviant development. The focus of this special issue is on understanding the moderating and mediating variables that account for peer contagion effects in interventions for youth. This set of nine innovative papers moves the field forward on three fronts: (1) Broadening the empirical basis for understanding the conditions under which peer contagion is more or less likely (that is, moderators of effects); (2) Identifying mechanisms that might account for peer contagion effects (mediators); and (3) Forging the methodological rigor that is needed to study peer contagion effects within the context of intervention trials. We propose an ecological framework for disentangling the effects of individuals, group interactions, and program contexts in understanding peer contagion effects. Finally, we suggest methodological enhancements to study peer contagion in intervention trials.}, Doi = {10.1007/s10802-005-3579-z}, Key = {fds272188} } @article{fds272071, Author = {Stearns, and E, and Dodge, and A, K and Nicholson, and M, and Group, TCPPR}, Title = {Peer contextual influences on the growth of authority acceptance problems in early elementary school}, Journal = {Merrill-Palmer Quarterly}, Volume = {54}, Number = {2}, Pages = {208-231}, Year = {2008}, ISSN = {0272-930X}, url = {http://dx.doi.org/10.1353/mpq.2008.0018}, Abstract = {This study investigated the effects of the peer social context and child characteristics on the growth of authority-acceptance behavior problems across first, second, and third grades, using data from the normative sample of the Fast Track Project. Three hundred sixty-eight European American and African American boys and girls (51% male; 46% African American) and their classmates were assessed in each grade by teacher ratings on the Teacher Observation of Child Adaptation-Revised. Children's growth in authority-acceptance behavior problems across time was partially attributable to the level of disruptive behavior in the class-room peer context into which they were placed. Peer-context influence, however, were strongest among same-gender peers. Findings held for both boys and girls, both European Americans and African Americans, and nondeviant, marginally deviant, and highly deviant children. Findings suggest that children learn and follow behavioral norms from their same-gender peers within the classroom.}, Doi = {10.1353/mpq.2008.0018}, Key = {fds272071} } @misc{fds39026, Author = {Schwartz, D. and McFadyen-Ketchum, S.A. and Dodge. K.A. and Pettit, G.S. and Bates, J.E.}, Title = {Peer group victimization as a predictor of children's behavior problems at home and in school(Abstract)}, Booktitle = {Youth Update}, Publisher = {Institute for Advanced Study of Antisocial Behavior in Youth, Etobicoke, Ontario}, Year = {1999}, Key = {fds39026} } @article{fds39755, Author = {Schwartz, D. and McFadyen-Ketchum, S.A. and Dodge. K.A. and Pettit, G.S. and Bates, J.E.}, Title = {Peer group victimization as a predictor of children's behavior problems at home and in school(Abstract)}, Journal = {Clinician’s Research Digest: Briefings in Behavioral Science}, Volume = {17}, Year = {1999}, url = {http://www.ncbi.nlm.nih.gov/pubmed/9524809}, Key = {fds39755} } @article{fds272215, Author = {Schwartz, D and McFadyen-Ketchum, SA and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Peer group victimization as a predictor of children's behavior problems at home and in school.}, Journal = {Development and psychopathology}, Volume = {10}, Number = {1}, Pages = {87-99}, Year = {1998}, Month = {January}, url = {http://dx.doi.org/10.1017/s095457949800131x}, Abstract = {This study reports a short-term prospective investigation of the role of peer group victimization in the development of children's behavior problems, at home and in school. Sociometric interviews were utilized to assess aggression, victimization by peers, and peer rejection, for 330 children who were in either the third or fourth grade (approximate mean ages of 8-9 years old). Behavior problems were assessed using standardized behavior checklists completed by mothers and teachers. A follow-up assessment of behavior problems was completed 2 years later, when the children were in either the fifth or sixth grade (approximate mean ages of 10-11 years old). Victimization was both concurrently and prospectively associated with externalizing, attention dysregulation, and immature/dependent behavior. Victimization also predicted increases in these difficulties over time, and incremented the prediction in later behavior problems associated with peer rejection and aggression. The results of this investigation demonstrate that victimization in the peer group is an important predictor of later behavioral maladjustment.}, Doi = {10.1017/s095457949800131x}, Key = {fds272215} } @article{fds272286, Author = {Gifford Smith and M and Dodge, KA and Dishion, TJ and McCord, J}, Title = {Peer influence in children and adolescents: Crossing the bridge between developmental and intervention science}, Journal = {Journal of Abnormal Child Psychology}, Volume = {33}, Number = {3}, Pages = {255-265}, Year = {2005}, ISSN = {0091-0627}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15957555}, Abstract = {Considerable evidence supports the hypothesis that peer relationships influence the growth of problem behavior in youth. Developmental research consistently documents the high levels of covariation between peer and youth deviance, even controlling for selection effects. Ironically, the most common public interventions for deviant youth involve segregation from mainstream peers and aggregation into settings with other deviant youth. Developmental research on peer influence suggests that desired positive effects of group interventions in education, mental health, juvenile justice, and community programming may be offset by deviant peer influences in these settings. Given the public health policy issues raised by these findings, there is a need to better understand the conditions under which these peer contagion effects are most pronounced with respect to intervention foci and context, the child's developmental level, and specific strategies for managing youth behavior in groups.}, Doi = {10.1007/s10802-005-3563-7}, Key = {fds272286} } @misc{fds39751, Author = {Dodge, K.A. and Richard, B.A}, Title = {Peer perceptions, aggression, and the development of peer relations}, Pages = {35-58}, Booktitle = {The development of social cognition}, Publisher = {New York: Springer-Verlag}, Editor = {J. Pryor and J. Day}, Year = {1985}, Key = {fds39751} } @article{fds272142, Author = {Miller-Johnson, and S, and Coie, and D, J and Maumary-Gremaud, and A, and Bierman, and K, and Group, TCPPR}, Title = {Peer Rejection and Aggression and Early Starter Models of Conduct Disorder}, Journal = {Journal of Abnormal Child Psychology}, Volume = {30}, Number = {3}, Pages = {217-230}, Year = {2002}, ISSN = {0091-0627}, url = {http://www.ncbi.nlm.nih.gov/pubmed/12041708}, Abstract = {Peer rejection and aggression in the early school years were examined for their relevance to early starting conduct problems. The sample of 657 boys and girls from 4 geographical locations was followed from 1st through 4th grades. Peer rejection in 1st grade added incrementally to the prediction of early starting conduct problems in 3rd and 4th grades, over and above the effects of aggression. Peer rejection and aggression in 1st grade were also associated with the impulsive and emotionally reactive behaviors found in older samples. Being rejected by peers subsequent to 1st grade marginally added to the prediction of early starting conduct problems in 3rd and 4th grades, controlling for 1st grade ADHD symptoms and aggression. Furthermore, peer rejection partially mediated the predictive relation between early ADHD symptoms and subsequent conduct problems. These results support the hypothesis that the experience of peer rejection in the early school years adds to the risk for early starting conduct problems.}, Doi = {10.1023/a:1015198612049}, Key = {fds272142} } @article{fds272139, Author = {Dodge, KA and Lansford, JE and Burks, VS and Bates, JE and Pettit, GS and Fontaine, R and Price, JM}, Title = {Peer rejection and social information-processing factors in the development of aggressive behavior problems in children.}, Journal = {Child development}, Volume = {74}, Number = {2}, Pages = {374-393}, Year = {2003}, Month = {March}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/12705561}, Abstract = {The relation between social rejection and growth in antisocial behavior was investigated. In Study 1,259 boys and girls (34% African American) were followed from Grades 1 to 3 (ages 6-8 years) to Grades 5 to 7 (ages 10-12 years). Early peer rejection predicted growth in aggression. In Study 2,585 boys and girls (16% African American) were followed from kindergarten to Grade 3 (ages 5-8 years), and findings were replicated. Furthermore, early aggression moderated the effect of rejection, such that rejection exacerbated antisocial development only among children initially disposed toward aggression. In Study 3, social information-processing patterns measured in Study 1 were found to mediate partially the effect of early rejection on later aggression. In Study 4, processing patterns measured in Study 2 replicated the mediation effect. Findings are integrated into a recursive model of antisocial development.}, Doi = {10.1111/1467-8624.7402004}, Key = {fds272139} } @article{fds272116, Author = {Laird, RD and Jordan, KY and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems.}, Journal = {Development and psychopathology}, Volume = {13}, Number = {2}, Pages = {337-354}, Year = {2001}, Month = {January}, url = {http://dx.doi.org/10.1017/s0954579401002085}, Abstract = {A longitudinal, prospective design was used to examine the roles of peer rejection in middle childhood and antisocial peer involvement in early adolescence in the development of adolescent externalizing behavior problems. Both early starter and late starter pathways were considered. Classroom sociometric interviews from ages 6 through 9 years, adolescent reports of peers' behavior at age 13 years, and parent, teacher, and adolescent self-reports of externalizing behavior problems from age 5 through 14 years were available for 400 adolescents. Results indicate that experiencing peer rejection in elementary school and greater involvement with antisocial peers in early adolescence are correlated but that these peer relationship experiences may represent two different pathways to adolescent externalizing behavior problems. Peer rejection experiences, but not involvement with antisocial peers. predict later externalizing behavior problems when controlling for stability in externalizing behavior. Externalizing problems were most common when rejection was experienced repeatedly. Early externalizing problems did not appear to moderate the relation between peer rejection and later problem behavior. Discussion highlights multiple pathways connecting externalizing behavior problems from early childhood through adolescence with peer relationship experiences in middle childhood and early adolescence.}, Doi = {10.1017/s0954579401002085}, Key = {fds272116} } @article{fds271913, Author = {Lansford, JE and Dodge, KA and Fontaine, RG and Bates, JE and Pettit, GS}, Title = {Peer rejection, affiliation with deviant peers, delinquency, and risky sexual behavior.}, Journal = {Journal of youth and adolescence}, Volume = {43}, Number = {10}, Pages = {1742-1751}, Year = {2014}, Month = {October}, ISSN = {0047-2891}, url = {http://dx.doi.org/10.1007/s10964-014-0175-y}, Abstract = {Risky sexual behavior poses significant health risks by increasing sexually transmitted infections and unintended pregnancies. Previous research has documented many factors related to risky sexual behavior. This study adds to the literature by proposing a prospective, developmental model of peer factors related to risky sexual behavior. Developmental pathways to risky sexual behavior were examined in a sample of 517 individuals (51% female; 82% European American, 16% African American, 2% other) followed from age 5-27. Structural equation models examined direct and indirect effects of peer rejection (assessed via peer nominations at ages 5, 6, 7, and 8), affiliation with deviant peers (assessed via self-report at ages 11 and 12), and delinquency (assessed via maternal report at ages 10 and 16) on risky sexual behavior (assessed via self-report at age 27). More peer rejection during childhood, affiliation with deviant peers during pre- adolescence, and delinquency in childhood and adolescence predicted more risky sexual behavior through age 27, although delinquency at age 16 was the only risk factor that had a significant direct effect on risky sexual behavior through age 27 above and beyond the other risk factors. Peer rejection was related to subsequent risk factors for girls but not boys. Peer risk factors as early as age 5 shape developmental pathways through childhood and adolescence and have implications for risky sexual behavior into adulthood.}, Doi = {10.1007/s10964-014-0175-y}, Key = {fds271913} } @article{fds304172, Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates, JE}, Title = {Peer relationship antecedents of delinquent behavior in late adolescence: is there evidence of demographic group differences in developmental processes?}, Journal = {Development and psychopathology}, Volume = {17}, Number = {1}, Pages = {127-144}, Year = {2005}, Month = {January}, url = {http://dx.doi.org/10.1017/s0954579405050078}, Abstract = {A longitudinal prospective design was used to test the generalizability of low levels of social preference and high levels of antisocial peer involvement as risk factors for delinquent behavior problems to African American (AA) and European American (EA) boys and girls (N = 384). Social preference scores were computed from peer reports in middle childhood (ages 6-9). Parents and adolescents reported antisocial peer involvement in early adolescence (ages 13-16) and adolescents reported on their own delinquent behavior in late adolescence (ages 17 and 18). Analyses tested for differences across four groups (AA boys, EA boys, AA girls, EA girls) in construct measurement, mean levels, and associations among variables. Few measurement differences were found. Mean-level differences were found for social preference and delinquent behavior. AA boys were least accepted by peers and reported the highest level of delinquent behavior. EA girls were most accepted by peers and reported the lowest level of delinquent behavior. Associations among peer experiences and delinquent behavior were equivalent across groups, with lower levels of social preference and higher levels of antisocial peer involvement associated with more delinquent behavior. Person-centered analyses showed the risk associated with low social preference and high antisocial peer involvement to be similar across groups, providing further evidence of the generalizability of the peer relationship experiences as risk factors for subsequent delinquent behavior problems.}, Doi = {10.1017/s0954579405050078}, Key = {fds304172} } @article{fds272288, Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates, JE}, Title = {Peer relationship antecedents of delinquent behavior in late adolescence: Is there evidence of demographic group differences in developmental processes?}, Journal = {Development and Psychopathology}, Volume = {17}, Number = {1}, Pages = {1-18}, Year = {2005}, url = {http://dx.doi.org/10.1017/S0954579405050078}, Abstract = {A longitudinal prospective design was used to test the generalizability of low levels of social preference and high levels of antisocial peer involvement as risk factors for delinquent behavior problems to African American (AA) and European American (EA) boys and girls (N = 384). Social preference scores were computed from peer reports in middle childhood (ages 6-9). Parents and adolescents reported antisocial peer involvement in early adolescence (ages 13-16) and adolescents reported on their own delinquent behavior in late adolescence (ages 17 and 18). Analyses tested for differences across four groups (AA boys, EA boys, AA girls, EA girls) in construct measurement, mean levels, and associations among variables. Few measurement differences were found. Mean-level differences were found for social preference and delinquent behavior. AA boys were least accepted by peers and reported the highest level of delinquent behavior. EA girls were most accepted by peers and reported the lowest level of delinquent behavior. Associations among peer experiences and delinquent behavior were equivalent across groups, with lower levels of social preference and higher levels of antisocial peer involvement associated with more delinquent behavior. Person-centered analyses showed the risk associated with low social preference and high antisocial peer involvement to be similar across groups, providing further evidence of the generalizability of the peer relationship experiences as risk factors for subsequent delinquent behavior problems. Copyright © 2005 Cambridge University Press.}, Doi = {10.1017/S0954579405050078}, Key = {fds272288} } @article{fds272099, Author = {Lansford, JE and Capanna, C and Dodge, KA and Caprara, GV and Bates, JE and Pettit, GS and Pastorelli, C}, Title = {Peer social preference and depressive symptoms of children in Italy and the United States.}, Journal = {International journal of behavioral development}, Volume = {31}, Number = {3}, Pages = {274-283}, Year = {2007}, Month = {May}, ISSN = {0165-0254}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19777082}, Abstract = {This study examined the role of low social preference in relation to subsequent depressive symptoms, with particular attention to prior depressive symptoms, prior and concurrent aggression, mutual friendships, and peer victimization. Italian children (N = 288) were followed from grade 6 through grade 8, and American children (N = 585) were followed from kindergarten through grade 12. Analyses demonstrate that low social preference contributes to later depressive symptoms. The effects are not accounted for by depressive symptoms or aggression experienced prior to low social preference but are mostly accounted for by the co-occurrence of depressive symptoms with concurrent aggressive behavior; gender, mutual friendships, and peer victimization generally did not moderate these associations. We conclude that peer relationship problems do predict later depressive symptoms, and a possible mechanism through which this effect occurs is through the effect of poor peer relationships on increasing aggressive behavior, which is associated with depressive symptoms.}, Doi = {10.1177/0165025407076440}, Key = {fds272099} } @article{fds272271, Author = {Dodge, KA and Coie, JD and Pettit, GS and Price, JM}, Title = {Peer status and aggression in boys' groups: developmental and contextual analyses.}, Journal = {Child development}, Volume = {61}, Number = {5}, Pages = {1289-1309}, Year = {1990}, Month = {October}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/2245725}, Abstract = {The social transactions of popular, rejected, neglected, and average first- and third-grade boys were examined during their initial encounters with peers. 23 groups of 5 or 6 boys each were observed for 45-min free-play sessions conducted on 5 consecutive days, with sociometric interviews following each session. Social preference in the play groups correlated significantly with classroom social preference after the third and subsequent play sessions for the third graders, and after the fourth and subsequent sessions for the first graders. The observational coding system distinguished 4 types of aggressive behavior that were hypothesized to relate to peer status in different ways. The first, rough play, was not related to peer status. However, rejected boys at both ages displayed significantly higher rates of angry reactive aggression and instrumental aggression than average boys. The relation between bullying and peer status varied with the age of the child. Popular first graders engaged in more bullying than average first graders, but popular third graders did not differ from average in bullying. Other questions concerned the temporal relation between play group behaviors and social preference scores within the group. Socially interactive behaviors anteceded high preference by peers, and low preference in turn led to social isolation in subsequent sessions.}, Doi = {10.1111/j.1467-8624.1990.tb02862.x}, Key = {fds272271} } @article{fds271947, Author = {Rudolph, KD and Lansford, JE and Agoston, AM and Sugimura, N and Schwartz, D and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Peer victimization and social alienation: Predicting deviant peer affiliation in middle school}, Journal = {Child Development}, Volume = {85}, Number = {1}, Pages = {124-139}, Year = {2012}, url = {http://dx.doi.org/10.1111/cdev.12112}, Abstract = {Two prospective studies examined a theoretical model wherein exposure to victimization, resulting from early behavioral risk, heightens children's social alienation and subsequent deviant peer affiliation (DPA). Across Study 1 (298 girls, 287 boys; K-7th grade; 5-12 years) and Study 2 (338 girls, 298 boys; 2nd-6th grade; 8-12 years), children, parents, peers, and teachers reported on children's externalizing behavior and internalizing symptoms, peer victimization, social alienation, and DPA. Path analyses supported the proposed pathway: Peer victimization predicted social alienation, which then predicted DPA. Early externalizing behavior set this path in motion and made an independent contribution to DPA. This research identifies an important pathway through which externalizing behavior and consequent peer victimization launch children onto a risky social trajectory.}, Doi = {10.1111/cdev.12112}, Key = {fds271947} } @article{fds271926, Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Peer victimization during middle childhood as a lead indicator of internalizing problems and diagnostic outcomes in late adolescence.}, Journal = {Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53}, Volume = {44}, Number = {3}, Pages = {393-404}, Year = {2015}, Month = {May}, ISSN = {1537-4416}, url = {http://dx.doi.org/10.1080/15374416.2014.881293}, Abstract = {We examined evidence that peer victimization in middle childhood is a lead indicator of internalizing behavior problems and diagnostic outcomes during adolescence. This research was conducted as part of an ongoing multisite longitudinal investigation. The participants were 388 children (198 boys, 190 girls). Peer victimization was assessed with a peer nomination inventory that was administered when the average age of the participants was approximately 8.5 years. Internalizing problems were assessed using a behavior problem checklist completed by mothers in 9 consecutive years, and a structured clinical interview was administered to the participants in the summer following high school graduation (10-11 years after the victimization assessment). Peer victimization in middle childhood was correlated with internalizing problems on a bivariate basis through the late years of adolescence. Multilevel analyses also revealed associations between peer victimization and increases in internalizing problems over time. In addition, peer victimization had a modest link to unipolar depressive disorders in late adolescence. Victimization in the peer group during middle childhood appears to be a marker of long-term risk for internalizing behavior problems and unipolar depression.}, Doi = {10.1080/15374416.2014.881293}, Key = {fds271926} } @article{fds330213, Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Peer Victimization during Middle Childhood as a Marker of Attenuated Risk for Adult Arrest.}, Journal = {Journal of abnormal child psychology}, Volume = {46}, Number = {1}, Pages = {57-65}, Year = {2018}, Month = {January}, url = {http://dx.doi.org/10.1007/s10802-017-0354-x}, Abstract = {This longitudinal investigation examined interactions between aggression and peer victimization during middle childhood in the prediction of arrest through the adult years for 388 (198 boys, 190 girls) study participants. As part of an ongoing multisite study (i.e., Child Development Project), peer victimization and aggression were assessed via a peer nomination inventory in middle childhood, and juvenile and adult arrest histories were assessed via a self-report questionnaire as well as review of court records. Early aggression was linked to later arrest but only for those youths who were rarely victimized by peers. Although past investigators have viewed youths who are both aggressive and victimized as a high-risk subgroup, our findings suggest that the psychological and behavioral attributes of these children may mitigate trajectories toward antisocial problems.}, Doi = {10.1007/s10802-017-0354-x}, Key = {fds330213} } @misc{fds39737, Author = {Price, J.M. and Dodge, K.A.}, Title = {Peers' contribution to children's social maladjustment: Description and intervention}, Pages = {341-370}, Booktitle = {Contributions of peer relationships to children's development}, Publisher = {New York: Wiley}, Editor = {T. J. Berndt and G.W. Ladd}, Year = {1989}, Key = {fds39737} } @article{fds271908, Author = {Putnick, DL and Bornstein, MH and Lansford, JE and Malone, PS and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado, LM and Zelli, A and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bombi, AS and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Oburu, P}, Title = {Perceived mother and father acceptance-rejection predict four unique aspects of child adjustment across nine countries.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {56}, Number = {8}, Pages = {923-932}, Year = {2015}, Month = {August}, ISSN = {0021-9630}, url = {http://dx.doi.org/10.1111/jcpp.12366}, Abstract = {<h4>Background</h4>It is generally believed that parental rejection of children leads to child maladaptation. However, the specific effects of perceived parental acceptance-rejection on diverse domains of child adjustment and development have been incompletely documented, and whether these effects hold across diverse populations and for mothers and fathers are still open questions.<h4>Methods</h4>This study assessed children's perceptions of mother and father acceptance-rejection in 1,247 families from China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States as antecedent predictors of later internalizing and externalizing behavior problems, school performance, prosocial behavior, and social competence.<h4>Results</h4>Higher perceived parental rejection predicted increases in internalizing and externalizing behavior problems and decreases in school performance and prosocial behavior across 3 years controlling for within-wave relations, stability across waves, and parental age, education, and social desirability bias. Patterns of relations were similar across mothers and fathers and, with a few exceptions, all nine countries.<h4>Conclusions</h4>Children's perceptions of maternal and paternal acceptance-rejection have small but nearly universal effects on multiple aspects of their adjustment and development regardless of the family's country of origin.}, Doi = {10.1111/jcpp.12366}, Key = {fds271908} } @misc{fds13003, Author = {Zelli, A. and Dodge, K.A.}, Title = {Personality Development from the Bottom Up}, Pages = {94-126}, Booktitle = {The Coherence of Personality: Social-Cognitive Bases of Personality Consistency, Variability, and Organization}, Publisher = {New York: Guilford}, Editor = {D. Cervone and Y. Shoda}, Year = {1999}, Key = {fds13003} } @article{fds272236, Author = {Deater-Deckard, K and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Physical discipline among African American and European American mothers: Links to children's externalizing behaviors}, Journal = {Developmental Psychology}, Volume = {32}, Number = {6}, Pages = {1065-1072}, Publisher = {American Psychological Association (APA)}, Year = {1996}, Month = {January}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037/0012-1649.32.6.1065}, Abstract = {The aim of this study was to test whether the relation between physical discipline and child aggression was moderated by ethnic-group status. A sample of 466 European American and 100 African American children from a broad range of socioeconomic levels were followed from kindergarten through 3rd grade. Mothers reported their use of physical discipline in interviews and questionnaires, and mothers, teachers, and peers rated children's externalizing problems annually. The interaction between ethnic status and discipline was significant for teacher- and peer-rated externalizing scores; physical discipline was associated with higher externalizing scores, but only among European American children. These findings provide evidence that the link between physical punishment and child aggression may be culturally specific. Copyright 1996 by the American Psychological Association, Inc.}, Doi = {10.1037/0012-1649.32.6.1065}, Key = {fds272236} } @article{fds38995, Author = {Deater-Deckard, K. and Dodge, K.A. and Bates, J.E. and Pettit, G.S.}, Title = {Physical discipline among African-American and European-American mothers: Links to children's externalizing behaviors(Reprint)}, Booktitle = {E.L.I.T.E. Library: Extended Library Individualized to Education}, Publisher = {Guilford, CT: Dushkin Publishing}, Year = {1997}, Key = {fds38995} } @article{fds272123, Author = {Lansford, JE and Chang, L and Dodge, KA and Malone, PS and Oburu, P and Palmérus, K and Bacchini, D and Pastorelli, C and Bombi, AS and Zelli, A and Tapanya, S and Chaudhary, N and Deater-Deckard, K and Manke, B and Quinn, N}, Title = {Physical discipline and children's adjustment: cultural normativeness as a moderator.}, Journal = {Child development}, Volume = {76}, Number = {6}, Pages = {1234-1246}, Year = {2005}, Month = {November}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/16274437}, Abstract = {Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety.}, Doi = {10.1111/j.1467-8624.2005.00847.x}, Key = {fds272123} } @article{fds317254, Author = {Pastorelli, C and Lansford, JE and Luengo Kanacri and BP and Malone, PS and Di Giunta and L and Bacchini, D and Bombi, AS and Zelli, A and Miranda, MC and Bornstein, MH and Tapanya, S and Uribe Tirado and LM and Alampay, LP and Al-Hassan, SM and Chang, L and Deater-Deckard, K and Dodge, KA and Oburu, P and Skinner, AT and Sorbring, E}, Title = {Positive parenting and children's prosocial behavior in eight countries.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {57}, Number = {7}, Pages = {824-834}, Year = {2016}, Month = {July}, ISSN = {0021-9630}, url = {http://dx.doi.org/10.1111/jcpp.12477}, Abstract = {<h4>Background</h4>Research supports the beneficial role of prosocial behaviors on children's adjustment and successful youth development. Empirical studies point to reciprocal relations between negative parenting and children's maladjustment, but reciprocal relations between positive parenting and children's prosocial behavior are understudied. In this study reciprocal relations between two different dimensions of positive parenting (quality of the mother-child relationship and the use of balanced positive discipline) and children's prosocial behavior were examined in Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States.<h4>Methods</h4>Mother-child dyads (N = 1105) provided data over 2 years in two waves (Mage of child in wave 1 = 9.31 years, SD = 0.73; 50% female).<h4>Results</h4>A model of reciprocal relations between parenting dimensions, but not among parenting and children's prosocial behavior, emerged. In particular, children with higher levels of prosocial behavior at age 9 elicited higher levels of mother-child relationship quality in the following year.<h4>Conclusions</h4>Findings yielded similar relations across countries, evidencing that being prosocial in late childhood contributes to some degree to the enhancement of a nurturing and involved mother-child relationship in countries that vary widely on sociodemographic profiles and psychological characteristics. Policy and intervention implications of this study are discussed.}, Doi = {10.1111/jcpp.12477}, Key = {fds317254} } @article{fds367204, Author = {Zietz, S and Cheng, E and Lansford, JE and Deater-Deckard, K and Di Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Bornstein, MH}, Title = {Positive parenting, adolescent adjustment, and quality of adolescent diet in nine countries.}, Journal = {Journal of adolescence}, Volume = {94}, Number = {8}, Pages = {1130-1141}, Year = {2022}, Month = {December}, url = {http://dx.doi.org/10.1002/jad.12089}, Abstract = {<h4>Introduction</h4>We sought to understand the relation between positive parenting and adolescent diet, whether adolescents' internalizing and externalizing behaviors mediate relations between positive parenting and adolescent diet, and whether the same associations hold for both boys and girls and across cultural groups.<h4>Methods</h4>Adolescents (N = 1334) in 12 cultural groups in nine countries were followed longitudinally from age 12 to 15. We estimated two sets of multiple group structural equation models, one by gender and one by cultural group.<h4>Results</h4>Modeling by gender, our findings suggest a direct effect of positive parenting at age 12 on a higher quality diet at age 15 for males (β = .140; 95% CI: 0.057, 0.229), but an indirect effect of positive parenting at age 12 on a higher quality diet at age 15 by decreasing externalizing behaviors at age 14 for females (β = .011; 95% CI: 0.002, 0.029). Modeling by cultural group, we found no significant direct effect of positive parenting at age 12 on the quality of adolescent diet at age 15. There was a significant negative effect of positive parenting at age 12 on internalizing (β = -.065; 95% CI: -0.119, -0.009) and externalizing at age 14 (β = -.033; 95% CI: -0.086, -0.018).<h4>Conclusions</h4>We founder gender differences in the relations among positive parenting, adolescents' externalizing and internalizing behaviors, and adolescent diet. Our findings indicate that quality of parenting is important not only in promoting adolescent mental health but potentially also in promoting the quality of adolescents' diet.}, Doi = {10.1002/jad.12089}, Key = {fds367204} } @article{fds358286, Author = {Pastorelli, C and Zuffianò, A and Lansford, JE and Thartori, E and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Al-Hassan, S and Peña Alampay and L and Bacchini, D}, Title = {Positive Youth Development: Parental Warmth, Values, and Prosocial Behavior in 11 Cultural Groups.}, Journal = {Journal of youth development : bridging research and practice}, Volume = {16}, Number = {2-3}, Pages = {379-401}, Year = {2021}, Month = {January}, url = {http://dx.doi.org/10.5195/jyd.2021.1026}, Abstract = {The current cross-cultural study aimed to extend research on parenting and children's prosocial behavior by examining relations among parental warmth, values related to family obligations (i.e., children's support to and respect for their parents, siblings, and extended family), and prosocial behavior during the transition to adolescence (from ages 9 to 12). Mothers, fathers, and their children (N = 1107 families) from 8 countries including 11 cultural groups (Colombia; Rome and Naples, Italy; Jordan; Kenya; the Philippines; Sweden; Thailand; and African Americans, European Americans, and Latin Americans in the United States) provided data over 3 years in 3 waves (M<sub>age</sub> of child in wave 1 = 9.34 years, SD = 0.75; 50.5% female). Overall, across all 11 cultural groups, multivariate change score analysis revealed positive associations among the change rates of parental warmth, values related to family obligations, and prosocial behavior during late childhood (from age 9 to 10) and early-adolescence (from age 10 to 12). In most cultural groups, more parental warmth at ages 9 and 10 predicted steeper mean-level increases in prosocial behavior in subsequent years. The findings highlight the prominent role of positive family context, characterized by warm relationships and shared prosocial values, in fostering children's positive development in the transition to adolescence. The practical implications of these findings are discussed.}, Doi = {10.5195/jyd.2021.1026}, Key = {fds358286} } @article{fds271966, Author = {Dodge, KA}, Title = {Practice and public policy in the era of gene-environment interactions.}, Journal = {Novartis Foundation symposium}, Volume = {293}, Pages = {87-127}, Year = {2008}, Month = {January}, ISSN = {1528-2511}, url = {http://www.ncbi.nlm.nih.gov/pubmed/18972747}, Abstract = {This chapter argues that implications of the gene-environment interaction revolution for public policy and practice are contingent on how the findings get framed in public discourse. Frame analysis is used to identify the implications of the ways in which findings are cast. The frame of 'defective group' perpetuates racial and class stereotypes and limits policy efforts to redress health disparities. Furthermore, empirical evidence finds it inaccurate. The frame of'defective gene' precludes the adaptive genetic significance of genes. The frame of 'individual genetic profile' offers individualized health care but risks misapplication in policies that place responsibility for disease prevention on the individual to the policy relief of industry and toxic environments. Framing the interaction in terms of 'defective environments' promotes the identification of harmful environments that can be regulated through policy. The 'therapeutic environment' frame offers hope of discovering interventions that have greater precision and effectiveness but risks dis-incentivizing the pharmaceutical industry from discovering drug treatments for 'obscure' gene-environment match groups. Can a more accurate and helpful framing of the gene-environment interaction be identified? Findings that genes shape environments and that environments alter the gene pool suggest a more textured and symbiotic relationship that is still in search of an apt public framing.}, Doi = {10.1002/9780470696781.ch7}, Key = {fds271966} } @article{fds361176, Author = {Lansford, JE and Skinner, AT and Godwin, J and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado and LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Bornstein, MH}, Title = {Pre-pandemic psychological and behavioral predictors of responses to the COVID-19 pandemic in nine countries.}, Journal = {Development and psychopathology}, Volume = {35}, Number = {3}, Pages = {1203-1218}, Year = {2023}, Month = {August}, url = {http://dx.doi.org/10.1017/s0954579421001139}, Abstract = {Prior to the COVID-19 pandemic, adolescents (<i>N</i> = 1,330; <i>M</i><sub>ages</sub> = 15 and 16; 50% female), mothers, and fathers from nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, United States) reported on adolescents' internalizing and externalizing problems, adolescents completed a lab-based task to assess tendency for risk-taking, and adolescents reported on their well-being. During the pandemic, participants (<i>M</i><sub>age</sub> = 20) reported on changes in their internalizing, externalizing, and substance use compared to before the pandemic. Across countries, adolescents' internalizing problems pre-pandemic predicted increased internalizing during the pandemic, and poorer well-being pre-pandemic predicted increased externalizing and substance use during the pandemic. Other relations varied across countries, and some were moderated by confidence in the government's handling of the pandemic, gender, and parents' education.}, Doi = {10.1017/s0954579421001139}, Key = {fds361176} } @article{fds320238, Author = {Rabiner, DL and Godwin, J and Dodge, KA}, Title = {Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence}, Journal = {School Psychology Review}, Volume = {45}, Number = {2}, Pages = {250-267}, Publisher = {National Association of School Psychologists (NASP)}, Year = {2016}, Month = {June}, url = {http://dx.doi.org/10.17105/SPR45-2.250-267}, Abstract = {Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative sample (n = 386). Reading achievement after fifth grade was significantly higher in children with better early reading skills and significantly lower in children with early attention difficulties. Math achievement was predicted by early reading and math skills, while school grades were significantly lower in children with lower peer acceptance and higher attention difficulties. Children with early attention difficulties were 40% less likely to graduate from high school. Years of education by young adulthood was significantly reduced in children with lower early reading skills, lower social acceptance, and higher attention difficulties; these early child characteristics affected long-term academic outcomes indirectly through their impact on intermediate academic outcomes.}, Doi = {10.17105/SPR45-2.250-267}, Key = {fds320238} } @article{fds370389, Author = {Rothenberg, WA and Bizzego, A and Esposito, G and Lansford, JE and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP}, Title = {Predicting Adolescent Mental Health Outcomes Across Cultures: A Machine Learning Approach.}, Journal = {Journal of youth and adolescence}, Volume = {52}, Number = {8}, Pages = {1595-1619}, Year = {2023}, Month = {August}, url = {http://dx.doi.org/10.1007/s10964-023-01767-w}, Abstract = {Adolescent mental health problems are rising rapidly around the world. To combat this rise, clinicians and policymakers need to know which risk factors matter most in predicting poor adolescent mental health. Theory-driven research has identified numerous risk factors that predict adolescent mental health problems but has difficulty distilling and replicating these findings. Data-driven machine learning methods can distill risk factors and replicate findings but have difficulty interpreting findings because these methods are atheoretical. This study demonstrates how data- and theory-driven methods can be integrated to identify the most important preadolescent risk factors in predicting adolescent mental health. Machine learning models examined which of 79 variables assessed at age 10 were the most important predictors of adolescent mental health at ages 13 and 17. These models were examined in a sample of 1176 families with adolescents from nine nations. Machine learning models accurately classified 78% of adolescents who were above-median in age 13 internalizing behavior, 77.3% who were above-median in age 13 externalizing behavior, 73.2% who were above-median in age 17 externalizing behavior, and 60.6% who were above-median in age 17 internalizing behavior. Age 10 measures of youth externalizing and internalizing behavior were the most important predictors of age 13 and 17 externalizing/internalizing behavior, followed by family context variables, parenting behaviors, individual child characteristics, and finally neighborhood and cultural variables. The combination of theoretical and machine-learning models strengthens both approaches and accurately predicts which adolescents demonstrate above average mental health difficulties in approximately 7 of 10 adolescents 3-7 years after the data used in machine learning models were collected.}, Doi = {10.1007/s10964-023-01767-w}, Key = {fds370389} } @article{fds368801, Author = {Rothenberg, WA and Sorbring, E and Lansford, JE and Peña Alampay and L and Al-Hassan, SM and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K and Giunta, LD and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Steinberg, L and Maria Uribe Tirado and L and Yotanyamaneewong, S}, Title = {Predicting child aggression: The role of parent and child endorsement of reactive aggression across 13 cultural groups in 9 nations.}, Journal = {Aggressive behavior}, Volume = {49}, Number = {3}, Pages = {183-197}, Year = {2023}, Month = {May}, url = {http://dx.doi.org/10.1002/ab.22067}, Abstract = {Parent and child endorsement of reactive aggression both predict the emergence of child aggression, but they are rarely studied together and in longitudinal contexts. The present study does so by examining the unique predictive effects of parent and child endorsement of reactive aggression at age 8 on child aggression at age 9 in 1456 children from 13 cultural groups in 9 nations. Multiple group structural equation models explored whether age 8 child and parent endorsement of reactive aggression predicted subsequent age 9 child endorsement of reactive aggression and child aggression, after accounting for prior child aggression and parent education. Results revealed that greater parent endorsement of reactive aggression at age 8 predicted greater child endorsement of aggression at age 9, that greater parent endorsement of reactive aggression at age 8 uniquely predicted greater aggression at age 9 in girls, and that greater child endorsement of reactive aggression at age 8 uniquely predicted greater aggression at age 9 in boys. All three of these associations emerged across cultures. Implications of, and explanations for, study findings are discussed.}, Doi = {10.1002/ab.22067}, Key = {fds368801} } @article{fds272174, Author = {Greenberg, MT and Lengua, LJ and Coie, JD and Pinderhughes, EE}, Title = {Predicting developmental outcomes at school entry using a multiple-risk model: four American communities. The Conduct Problems Prevention Research Group.}, Journal = {Developmental psychology}, Volume = {35}, Number = {2}, Pages = {403-417}, Year = {1999}, Month = {March}, ISSN = {0012-1649}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000078828100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {The contributions of different risk factors in predicting children's psychological and academic outcomes at the end of 1st grade were examined. Using a regression model, levels of ecobehavioral risk were assessed in the following order: specific demographics, broad demographics, family psychosocial status, mother's depressive symptoms, and neighborhood quality. Participants were 337 families from 4 American communities. Predictor variables were assessed in kindergarten, and teacher, parent, and child outcomes (behavioral and academic) were assessed at the end of 1st grade. Results indicated that (a) each level of analysis contributed to prediction of most outcomes, (b) 18%-29% of the variance was predicted in outcomes, (c) a common set of predictors predicted numerous outcomes, (d) ethnicity showed little unique prediction, and (e) the quality of the neighborhood showed small but unique prediction to externalizing problems.}, Doi = {10.1037//0012-1649.35.2.403}, Key = {fds272174} } @misc{fds39735, Author = {Kupersmidt, J. and Coie, J.D. and Dodge, K.A.}, Title = {Predicting disorder from peer social problems}, Pages = {274-338}, Booktitle = {Peer rejection in childhood: Origins, consequences, and intervention}, Publisher = {New York: Cambridge University Press}, Editor = {S.R. Asher and J.D. Coie}, Year = {1990}, Key = {fds39735} } @article{fds272070, Author = {Schofield, and T, HL and Bierman, and L, K and Heinrichs, and B, and Nix, and L, R and Dodge, TCPPRGKA and member}, Title = {Predicting early sexual activity with behavior problems exhibited at school entry and in preadolescence}, Journal = {Journal of Abnormal Child Psychology}, Volume = {36}, Number = {8}, Pages = {1175-1188}, Year = {2008}, url = {http://dx.doi.org/10.1007/s10802-008-9252-6}, Abstract = {Youth who initiate sexual intercourse in early adolescence (age 11-14) experience multiple risks, including concurrent adjustment problems and unsafe sexual practices. The current study tested two models describing the links between childhood precursors, early adolescent risk factors, and adolescent sexual activity: a cumulative model and a meditational model. A longitudinal sample of 694 boys and girls from four geographical locations was utilized, with data collected from kindergarten through high school. Structural equation models revealed that, irrespective of gender or race, high rates of aggressive disruptive behaviors and attention problems at school entry increased risk for a constellation of problem behaviors in middle school (school maladjustment, antisocial activity, and substance use) which, in turn, promoted the early initiation of sexual activity. Implications are discussed for developmental models of early sexual activity and for prevention programming.}, Doi = {10.1007/s10802-008-9252-6}, Key = {fds272070} } @article{fds337499, Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe, A}, Title = {Predicting Patterns of Intimate Partner Violence Perpetration From Late Adolescence to Young Adulthood.}, Journal = {Journal of interpersonal violence}, Volume = {36}, Number = {9-10}, Pages = {NP4679-NP4704}, Year = {2021}, Month = {May}, url = {http://dx.doi.org/10.1177/0886260518795173}, Abstract = {Saint-Eloi Cadely et al. found longitudinal patterns for the perpetration of both psychological and physical intimate partner violence (IPV), including actively and minimally aggressive patterns. The current study builds on these findings by examining four theory-derived variables (interparental aggression, social-information processing [SIP] biases, relationship insecurities [preoccupied and fearful], and discontinuity in relationship partner over time) as predictors of membership within these patterns, using multinomial logistic regression. The analysis sample consisted of 484 participants who were romantically involved at least once during the eight waves of data collection from the ages of 18 to 25. In predicting psychological IPV, more SIP biases, higher levels of a preoccupied insecurity, and less discontinuity in relationship partners over time differentiated the actively aggressive patterns from the minimally aggressive pattern. In addition, two actively aggressive patterns of psychological IPV differed in terms of SIP biases and discontinuity in romantic partners. Specifically, more SIP biases and less discontinuity in romantic partnerships distinguished the extensively aggressive pattern from the pattern that mainly consisted of minor types of aggression. In predicting physical IPV, the aggressive pattern differed from the nonaggressive pattern in terms of more interparental aggression, more SIP biases, and more relationship insecurities. The findings that developmental patterns of IPV can be predicted by social and psychological factors may aid both developmental theory and practice.}, Doi = {10.1177/0886260518795173}, Key = {fds337499} } @article{fds272095, Author = {Pettit, GS and Keiley, MK and Laird, RD and Bates, JE and Dodge, KA}, Title = {Predicting the developmental course of mother-reported monitoring across childhood and adolescence from early proactive parenting, child temperament, and parents' worries.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {21}, Number = {2}, Pages = {206-217}, Year = {2007}, Month = {June}, ISSN = {0893-3200}, url = {http://dx.doi.org/10.1037/0893-3200.21.2.206}, Abstract = {Change in mothers' reported monitoring and awareness of their children's activities and companions across Grades 5, 6, 8, and 11 were examined with the use of latent factor growth modeling. Proactive parenting and resistant-to-control (RTC) child temperament assessed prior to kindergarten, as well as parents' worries about their children's behavior in Grades 5 and 8, were tested as factors associated with change in monitoring over time. Higher proactive parenting, lower RTC temperament, and the mounting of a successful campaign to change their children's behavior were associated with higher monitoring scores overall. Monitoring levels decreased across time, but the rate of decline was steeper among mothers with high RTC children and slower among mothers who mounted a campaign and judged it to be effective. These findings shed light on factors contributing to continuity and change across development in a key domain of parenting.}, Doi = {10.1037/0893-3200.21.2.206}, Key = {fds272095} } @article{fds362430, Author = {Goulter, N and Oberth, C and McMahon, RJ and Lansford, JE and Dodge, KA and Crowley, DM and Bates, JE and Pettit, GS}, Title = {Predictive Validity of Adolescent Callous-Unemotional Traits and Conduct Problems with Respect to Adult Outcomes: High- and Low-Risk Samples.}, Journal = {Child psychiatry and human development}, Volume = {54}, Number = {5}, Pages = {1321-1335}, Year = {2023}, Month = {October}, url = {http://dx.doi.org/10.1007/s10578-022-01334-7}, Abstract = {Current understanding of the predictive validity of callous-unemotional (CU) traits is limited by (a) the focus on externalizing psychopathology and antisocial behaviors, (b) a lack of long-term prospective longitudinal data, (c) samples comprised of high-risk or low-risk individuals. We tested whether adolescent CU traits and conduct problems were associated with theoretically relevant adult outcomes 12-18 years later. Participants were drawn from two studies: higher-risk Fast Track (FT; n = 754) and lower-risk Child Development Project (CDP; n = 585). FT: conduct problems positively predicted externalizing and internalizing psychopathology and partner violence, and negatively predicted health, wellbeing, and education. Three conduct problems × CU traits interaction effects were also found. CDP: CU traits positively predicted depression and negatively predicted health and education; conduct problems positively predicted externalizing and internalizing psychopathology and substance use, and negatively predicted wellbeing. CU traits did not provide incremental predictive validity for multiple adult outcomes relative to conduct problems.}, Doi = {10.1007/s10578-022-01334-7}, Key = {fds362430} } @article{fds272038, Author = {McMahon, and J, R and Witkiewitz, and K, and Kotler, and S, J and Group, TCPPR}, Title = {Predictive validity of callous-unemotional traits measured in early adolescence with respect to multiple antisocial outcomes}, Journal = {Journal of Abnormal Psychology}, Volume = {119}, Number = {4}, Pages = {752-763}, Publisher = {American Psychological Association (APA)}, Year = {2010}, url = {http://dx.doi.org/10.1037/a0020796}, Abstract = {This study investigated the predictive validity of youth callous-unemotional (CU) traits, as measured in early adolescence (Grade 7) by the Antisocial Process Screening Device (APSD; Frick & Hare, 2001), in a longitudinal sample (N = 754). Antisocial outcomes, assessed in adolescence and early adulthood, included self-reported general delinquency from 7th grade through 2 years post-high school, self-reported serious crimes through 2 years post-high school, juvenile and adult arrest records through 1 year post-high school, and antisocial personality disorder symptoms and diagnosis at 2 years post-high school. CU traits measured in 7th grade were highly predictive of 5 of the 6 antisocial outcomes-general delinquency, juvenile and adult arrests, and early adult antisocial personality disorder criterion count and diagnosis-over and above prior and concurrent conduct problem behavior (i.e., criterion counts of oppositional defiant disorder and conduct disorder) and attention-deficit/hyperactivity disorder (criterion count). Incorporating a CU traits specifier for those with a diagnosis of conduct disorder improved the positive prediction of antisocial outcomes, with a very low false-positive rate. There was minimal evidence of moderation by sex, race, or urban/rural status. Urban/rural status moderated one finding, with being from an urban area associated with stronger relations between CU traits and adult arrests. Findings clearly support the inclusion of CU traits as a specifier for the diagnosis of conduct disorder, at least with respect to predictive validity.}, Doi = {10.1037/a0020796}, Key = {fds272038} } @article{fds272152, Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE}, Title = {Predictor variables associated with positive Fast Track outcomes at the end of third grade.}, Journal = {Journal of abnormal child psychology}, Volume = {30}, Number = {1}, Pages = {37-52}, Year = {2002}, Month = {February}, ISSN = {0091-0627}, 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 = {fds272152} } @article{fds272147, Author = {Farmer, and D, A and Jr, and Bierman, and L, K and Group, TCPPR}, Title = {Predictors and Consequences of Aggressive-Withdrawn Problem Profiles in Early Grade School}, Journal = {Journal of Clinical Child and Adolescent Psychology}, Volume = {31}, Number = {3}, Pages = {299-311}, Year = {2002}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791964/}, Abstract = {Identified first-grade children who exhibited 4 different behavior problem profiles from an initial sample of 754: aggressive-withdrawn (n = 63.8%) aggressive only (n = 165, 22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432, 57%). Group comparisons revealed that children who became aggressive-withdrawn in first grade exhibited deficits in attention and social skills in kindergarten. Furthermore, these kindergarten deficits contributed to the emergence of their aggressive-withdrawn behavior problems in first grade, after accounting for kindergarten levels of aggressive and withdrawn behaviors. In later grades, aggressive-withdrawn first-grade children were more likely than children in any other group to demonstrate poor peer relations and poor academic performance. In addition, kindergarten skill deficits added to first-grade aggressive and withdrawn behavior problems to predict third-grade social and academic adjustment difficulties. The results document the key role of early inattention and social skill deficits in the prediction of aggressive-withdrawn problem profiles, validate the significance of this problem profile at school entry, and identify potential developmental mechanisms that have implications for preventive interventions.}, Doi = {10.1207/s15374424jccp3103_02}, Key = {fds272147} } @article{fds367702, Author = {Lansford, JE and Goulter, N and Godwin, J and McMahon, RJ and Dodge, KA and Crowley, M and Pettit, GS and Bates, JE and Lochman, JE}, Title = {Predictors of problematic adult alcohol, cannabis, and other substance use: A longitudinal study of two samples.}, Journal = {Development and psychopathology}, Volume = {35}, Number = {4}, Pages = {2028-2043}, Year = {2023}, Month = {October}, url = {http://dx.doi.org/10.1017/s0954579422000670}, Abstract = {This study examined whether a key set of adolescent and early adulthood risk factors predicts problematic alcohol, cannabis, and other substance use in established adulthood. Two independent samples from the Child Development Project (CDP; <i>n</i> = 585; 48% girls; 81% White, 17% Black, 2% other race/ethnicity) and Fast Track (FT; <i>n</i> = 463; 45% girls; 52% White, 43% Black, 5% other race/ethnicity) were recruited in childhood and followed through age 34 (CDP) or 32 (FT). Predictors of substance use were assessed in adolescence based on adolescent and parent reports and in early adulthood based on adult self-reports. Adults reported their own problematic substance use in established adulthood. In both samples, more risk factors from adolescence and early adulthood predicted problematic alcohol use in established adulthood (compared to problematic cannabis use and other substance use). Externalizing behaviors and prior substance use in early adulthood were consistent predictors of problematic alcohol and cannabis misuse in established adulthood across samples; other predictors were specific to the sample and type of substance misuse. Prevention efforts might benefit from tailoring to address risk factors for specific substances, but prioritizing prevention of externalizing behaviors holds promise for preventing both alcohol and cannabis misuse in established adulthood.}, Doi = {10.1017/s0954579422000670}, Key = {fds367702} } @article{fds272272, Author = {Dodge, CFTS-BPOSCK and member}, Title = {Preparing students for the Twenty-First Century: Contributions of the Prevention and Social Competence Promotion Fields}, Journal = {Teachers College Record}, Volume = {93}, Pages = {297-305}, Year = {1991}, Key = {fds272272} } @article{fds362467, Author = {Dodge, KA}, Title = {Presidential Address: Forging a developmental science mission to improve population outcomes and eliminate disparities for young children.}, Journal = {Child development}, Volume = {93}, Number = {2}, Pages = {313-325}, Year = {2022}, Month = {March}, url = {http://dx.doi.org/10.1111/cdev.13732}, Abstract = {Child development science has not fully realized its mission to improve population outcomes for children and eliminate disparities across race and income groups. One domain with great need but also great potential is the challenge parents face in raising a young child. A system of universal primary psychosocial care is proposed, with three components: a comprehensive infrastructure of community resources, such as North Carolina's Smart Start; financial supports for specific interventions, such as pre-kindergarten; and a way to help families identify and address family-specific needs, such as Family Connects. Empirical studies demonstrate the promise of each component for population impact and disparity elimination but also the need for continued improvement. Developmental scientists are called upon to fulfill their mission.}, Doi = {10.1111/cdev.13732}, Key = {fds362467} } @article{fds355524, Author = {Shanahan, L and Hill, SN and Bechtiger, L and Steinhoff, A and Godwin, J and Gaydosh, LM and Harris, KM and Dodge, KA and Copeland, WE}, Title = {Prevalence and Childhood Precursors of Opioid Use in the Early Decades of Life.}, Journal = {JAMA Pediatr}, Volume = {175}, Number = {3}, Pages = {276-285}, Year = {2021}, Month = {March}, url = {http://dx.doi.org/10.1001/jamapediatrics.2020.5205}, Abstract = {IMPORTANCE: Opioid use disorder and opioid deaths have increased dramatically in young adults in the US, but the age-related course or precursors to opioid use among young people are not fully understood. OBJECTIVE: To document age-related changes in opioid use and study the childhood antecedents of opioid use by age 30 years in 6 domains of childhood risk: sociodemographic characteristics; school or peer problems; parental mental illness, drug problems, or legal involvement; substance use; psychiatric illness; and physical health. DESIGN, SETTING, AND PARTICIPANTS: This community-representative prospective longitudinal cohort study assessed 1252 non-Hispanic White individuals and American Indian individuals in rural counties in the central Appalachia region of North Carolina from January 1993 to December 2015. Data were analyzed from January 2019 to January 2020. EXPOSURES: Between ages 9 and 16 years, participants and their parents were interviewed up to 7 times using the Child and Adolescent Psychiatric Assessment and reported risk factors in 6 risk domains. MAIN OUTCOMES AND MEASURES: Participants were assessed again at ages 19, 21, 25, and 30 years for nonheroin opioid use (any and weekly) and heroin use using the structured Young Adult Psychiatric Assessment. RESULTS: Of 1252 participants, 342 (27%) were American Indian. By age 30 years, 322 participants had used a nonheroin opioid (24.2%; 95% CI, 21.8-26.5), 155 had used a nonheroin opioid weekly (8.8%; 95% CI, 7.2-10.3), and 95 had used heroin (6.6%; 95% CI, 5.2-7.9). Childhood risk markers for later opioid use included male sex, tobacco use, depression, conduct disorder, cannabis use, having peers exhibiting social deviance, parents with legal involvement, and elevated systemic inflammation. In final models, childhood tobacco use, depression, and cannabis use were most robustly associated with opioid use in young adulthood (ages 19 to 30 years). Chronic depression and dysthymia were strongly associated with any nonheroin opioid use (OR. 5.43; 95% CI, 2.35-12.55 and OR, 7.13; 95% CI, 1.99-25.60, respectively) and with weekly nonheroin opioid use (OR, 8.89; 95% CI, 3.61-21.93 and OR, 11.51; 95% CI, 3.05-42.72, respectively). Among young adults with opioid use, those with heroin use had the highest rates of childhood psychiatric disorders and comorbidities. CONCLUSIONS AND RELEVANCE: Childhood tobacco use and chronic depression may be associated with impaired reward system functioning, which may increase young adults' vulnerability to opioid-associated euphoria. Preventing and treating early substance use and childhood mental illness may help prevent later opioid use.}, Doi = {10.1001/jamapediatrics.2020.5205}, Key = {fds355524} } @misc{fds13050, Author = {Dodge, K.A.}, Title = {Preventing Aggressive Behavior Early in Life}, Booktitle = {Centre of Excellence for Early Childhood Development Encyclopedia of Social and Emotional Development}, Editor = {R. dev Peters}, Year = {2003}, Key = {fds13050} } @book{fds200469, Author = {Dodge, K.A. and Coleman, D.L.}, Title = {Preventing child maltreatment: Community approaches}, Publisher = {New York: Guilford}, Year = {2011}, url = {http://dx.doi.org/10.1111/cfs.12019}, Doi = {10.1111/cfs.12019}, Key = {fds200469} } @article{fds272030, Author = {Appleyard, K and Berlin, LJ and Rosanbalm, KD and Dodge, KA}, Title = {Preventing early child maltreatment: implications from a longitudinal study of maternal abuse history, substance use problems, and offspring victimization.}, Journal = {Prev Sci}, Volume = {12}, Number = {2}, Pages = {139-149}, Year = {2011}, Month = {June}, url = {http://www.ncbi.nlm.nih.gov/pubmed/21240556}, Abstract = {In the interest of improving child maltreatment prevention science, this longitudinal, community based study of 499 mothers and their infants tested the hypothesis that mothers' childhood history of maltreatment would predict maternal substance use problems, which in turn would predict offspring victimization. Mothers (35% White/non-Latina, 34% Black/non-Latina, 23% Latina, 7% other) were recruited and interviewed during pregnancy, and child protective services records were reviewed for the presence of the participants' target infants between birth and age 26 months. Mediating pathways were examined through structural equation modeling and tested using the products of the coefficients approach. The mediated pathway from maternal history of sexual abuse to substance use problems to offspring victimization was significant (standardized mediated path [ab] = .07, 95% CI [.02, .14]; effect size = .26), as was the mediated pathway from maternal history of physical abuse to substance use problems to offspring victimization (standardized mediated path [ab] = .05, 95% CI [.01, .11]; effect size = .19). There was no significant mediated pathway from maternal history of neglect. Findings are discussed in terms of specific implications for child maltreatment prevention, including the importance of assessment and early intervention for maternal history of maltreatment and substance use problems, targeting women with maltreatment histories for substance use services, and integrating child welfare and parenting programs with substance use treatment.}, Doi = {10.1007/s11121-010-0193-2}, Key = {fds272030} } @article{fds272084, Author = {Slough, NM and McMahon, RJ and Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and Pinderhughes, EE}, Title = {Preventing Serious Conduct Problems in School-Age Youths: The Fast Track Program.}, Journal = {Cognitive and behavioral practice}, Volume = {15}, Number = {1}, Pages = {3-17}, Year = {2008}, Month = {February}, ISSN = {1077-7229}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19890487}, Abstract = {Children with early-starting conduct Problems have a very poor prognosis and exact a high cost to society. The Fast Track project is a multisite, collaborative research project investigating the efficacy of a comprehensive, long-term, multicomponent intervention designed to prevent the development of serious conduct problems in high-risk children. In this article, we (a) provide an overview of the development model that serves as the conceptual foundation for the Fast Track intervention and describe its integration into the intervention model; (b) outline the research design and intervention model, with an emphasis on the elementary school phase of the intervention; and (c) summarize findings to dale concerning intervention outcomes. We then provide a case illustration, and conclude with a discussion of guidelines for practitioners who work with children with conduct problems.}, Doi = {10.1016/j.cbpra.2007.04.002}, Key = {fds272084} } @article{fds39023, Author = {McFadyen-Ketchum, S.A. and Dodge, K.A.}, Title = {Problems in social relationships}, Series = {2nd edition}, Pages = {338-365}, Booktitle = {Treatment of childhood disorders}, Publisher = {New York: Guilford}, Editor = {E.J. Mash and R.A. Barkley}, Year = {1998}, Key = {fds39023} } @misc{fds39738, Author = {Dodge, K.A.}, Title = {Problems in social relationships}, Pages = {222-244}, Booktitle = {Behavioral treatment of childhood disorders}, Publisher = {New York: Guilford Press}, Editor = {E.J. Mash and R.A. Barkley}, Year = {1989}, Key = {fds39738} } @misc{fds200022, Author = {Dodge, K.A.}, Title = {Processes in the prevention of crime and delinquency}, Booktitle = {Controlling crime: Strategies and tradeoffs (pp.407-418)}, Publisher = {Chicago: University of Chicago Press}, Editor = {P. J. Cook and J. Ludwig and J. McCrary}, Year = {2011}, Key = {fds200022} } @article{fds272101, Author = {Dodge, KA}, Title = {Professionalizing the practice of public policy in the prevention of violence.}, Journal = {Journal of abnormal child psychology}, Volume = {34}, Number = {4}, Pages = {475-479}, Year = {2006}, Month = {August}, ISSN = {0091-0627}, url = {http://www.ncbi.nlm.nih.gov/pubmed/16823635}, Abstract = {The State of the Science Conference Statement on "Preventing Violence and Related Health-Risking Social Behaviors in Adolescents" accurately summarizes the state of knowledge regarding risk factors for violence and intervention efficacy. The Statement missed an opportunity, however, to move the field of prevention practice and policy forward by advocating for more systematic, central review of preventive interventions through a new federal regulatory body, such as an "FDA for Preventive Interventions." This body would provide review of evidence-based programs and aid decision-making in funding. As a complement to this body, decision-makers also need guidelines in evidence-based practice in ambiguous circumstances, which characterize much of the reality of public policy. Therefore, this new regulatory body should be accompanied by guidelines for evidence-based practice in intervention and policy. Finally, in order to move forward both of these concepts, a National Academy of Sciences Panel should convene to deliberate how these concepts can be implemented.}, Doi = {10.1007/s10802-006-9040-0}, Key = {fds272101} } @article{fds272210, Author = {Dodge, KA}, Title = {Promoting social competence in children}, Journal = {Schools and Teaching}, Volume = {1}, Year = {1983}, Key = {fds272210} } @article{fds374379, Author = {Musci, RJ and Kush, JM and Masyn, KE and Esmaeili, MA and Susukida, R and Goulter, N and McMahon, R and Eddy, JM and Ialongo, NS and Tolan, P and Godwin, J and Conduct Problems Prevention Research Group6, and Wilcox, HC}, Title = {Psychosis Symptom Trajectories Across Childhood and Adolescence in Three Longitudinal Studies: An Integrative Data Analysis with Mixture Modeling.}, Journal = {Prevention science : the official journal of the Society for Prevention Research}, Volume = {24}, Number = {8}, Pages = {1636-1647}, Year = {2023}, Month = {November}, 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 = {fds374379} } @article{fds315893, Author = {Icenogle, G and Steinberg, L and Olino, TM and Shulman, EP and Chein, J and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Malone, P and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM}, Title = {Puberty predicts approach but not avoidance behavior on the Iowa Gambling Task}, Journal = {Child Develop}, Year = {2016}, Month = {February}, Key = {fds315893} } @article{fds322250, Author = {Icenogle, G and Steinberg, L and Olino, TM and Shulman, EP and Chein, J and Alampay, LP and Al-Hassan, SM and Takash, HMS and Bacchini, D and Chang, L and Chaudhary, N and Di Giunta and L and Dodge, KA and Fanti, KA and Lansford, JE and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado, LM}, Title = {Puberty Predicts Approach But Not Avoidance on the Iowa Gambling Task in a Multinational Sample.}, Journal = {Child development}, Volume = {88}, Number = {5}, Pages = {1598-1614}, Year = {2017}, Month = {September}, url = {http://dx.doi.org/10.1111/cdev.12655}, Abstract = {According to the dual systems model of adolescent risk taking, sensation seeking and impulse control follow different developmental trajectories across adolescence and are governed by two different brain systems. The authors tested whether different underlying processes also drive age differences in reward approach and cost avoidance. Using a modified Iowa Gambling Task in a multinational, cross-sectional sample of 3,234 adolescents (ages 9-17; M = 12.87, SD = 2.36), pubertal maturation, but not age, predicted reward approach, mediated through higher sensation seeking. In contrast, age, but not pubertal maturation, predicted increased cost avoidance, mediated through greater impulse control. These findings add to evidence that adolescent behavior is best understood as the product of two interacting, but independently developing, brain systems.}, Doi = {10.1111/cdev.12655}, Key = {fds322250} } @misc{fds18114, Author = {Dodge, K.A.}, Title = {Public policy and the 'discovery' of girls' aggressive behavior}, Pages = {302-311}, Booktitle = {Aggression, antisocial behavior, and violence among girls: A developmental perspective}, Publisher = {Guilford Press}, Editor = {M. Putallaz and K.L. Bierman}, Year = {2004}, Key = {fds18114} } @article{fds272175, Author = {Ellis, BJ and McFadyen-Ketchum, S and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Quality of early family relationships and individual differences in the timing of pubertal maturation in girls: a longitudinal test of an evolutionary model.}, Journal = {Journal of personality and social psychology}, Volume = {77}, Number = {2}, Pages = {387-401}, Year = {1999}, Month = {August}, ISSN = {0022-3514}, url = {http://dx.doi.org/10.1037//0022-3514.77.2.387}, Abstract = {In an 8-year prospective study of 173 girls and their families, the authors tested predictions from J. Belsky, L. Steinberg, and P. Draper's (1991) evolutionary model of individual differences in pubertal timing. This model suggests that more negative-coercive (or less positive-harmonious) family relationships in early childhood provoke earlier reproductive development in adolescence. Consistent with the model, fathers' presence in the home, more time spent by fathers in child care, greater supportiveness in the parental dyad, more father-daughter affection, and more mother-daughter affection, as assessed prior to kindergarten, each predicted later pubertal timing by daughters in 7th grade. The positive dimension of family relationships, rather than the negative dimension, accounted for these relations. In total, the quality of fathers' investment in the family emerged as the most important feature of the proximal family environment relative to daughters' pubertal timing.}, Doi = {10.1037//0022-3514.77.2.387}, Key = {fds272175} } @article{fds272090, Author = {Hillemeier, and M, and Foster, and M, E and Heinrichs, and B, and Heier, and Dodge, TCPPRGKA and member}, Title = {Racial differences in the measurement of attention-deficit/hyperactivity disorder behaviors}, Journal = {Journal of Developmental and Behavioral Pediatrics}, Volume = {28}, Pages = {353-361}, Year = {2007}, url = {http://dx.doi.org/10.1097/DBP.0b013e31811ff8b8}, Doi = {10.1097/DBP.0b013e31811ff8b8}, Key = {fds272090} } @misc{fds219475, Author = {Dodge, K.A. and Goodman, W.B. and Murphy, R.A. and O’Donnell, K. and Sato, J.}, Title = {Randomized controlled trial evaluation of universal postnatal nurse home visiting: Impacts on child emergency medical care at age 12-months}, Journal = {Pediatrics}, Volume = {132}, Pages = {S140-S146}, Year = {2013}, Key = {fds219475} } @article{fds346368, Author = {Goodman, WB and Dodge, KA and Bai, Y and O'Donnell, KJ and Murphy, RA}, Title = {Randomized controlled trial of Family Connects: Effects on child emergency medical care from birth to 24 months.}, Journal = {Dev Psychopathol}, Volume = {31}, Number = {5}, Pages = {1863-1872}, Year = {2019}, Month = {December}, url = {http://dx.doi.org/10.1017/S0954579419000889}, Abstract = {One of Tom Dishion's most significant contributions to prevention science was the development of affordable, ecologically valid interventions, such as the Family Check-Up, that screen for child and family risk factors broadly, but concentrate family-specific interventions on those with greatest potential for population impact. In the spirit of this approach, investigators examined effects of a brief, universal postnatal home visiting program on child emergency medical care and billing costs from birth to age 24 months. Family Connects is a community-wide public health intervention that combines identification and alignment of community services and resources with brief, postpartum nurse home visits designed to assess risk, provide supportive guidance, and connect families with identified risk to community resources. Over 18 months, families of all 4,777 resident Durham County, North Carolina, births were randomly assigned based on even or odd birth date to receive a postnatal nurse home visiting intervention or services as usual (control). Independently, 549 of these families were randomly selected and participated in an impact evaluation study. Families, blind to study goals, provided written consent to access hospital administrative records. Results indicate that children randomly assigned to Family Connects had significantly less total emergency medical care (by 37%) through age 24 months, with results observed across almost all subgroups. Examination of billing records indicate a $3.17 decrease in total billing costs for each $1 in program costs. Overall, results suggest that community-wide postpartum support program can significantly reduce population rates of child emergency medical care through age 24 months while being cost-beneficial to communities.}, Doi = {10.1017/S0954579419000889}, Key = {fds346368} } @article{fds271939, Author = {Dodge, KA and Goodman, WB and Murphy, RA and O'Donnell, K and Sato, J}, Title = {Randomized controlled trial of universal postnatal nurse home visiting: impact on emergency care.}, Journal = {Pediatrics}, Volume = {132 Suppl 2}, Number = {Suppl 2}, Pages = {S140-S146}, Year = {2013}, Month = {November}, url = {http://www.ncbi.nlm.nih.gov/pubmed/24187116}, Abstract = {BACKGROUND AND OBJECTIVES: Although nurse home visiting has proven efficacious with small samples, scaling up to community populations with diverse families has not yet proven effective. The Durham Connects program was developed in collaboration with community leaders as a brief, universal, postnatal nurse home visiting intervention designed to screen for risk, provide brief intervention, and connect families with more intensive evidence-based services as needed. This study tested program effectiveness in reducing infant emergency medical care between birth and age 12 months. METHODS: All 4777 resident births in Durham, North Carolina across 18 months were randomly assigned, with even birth date families to intervention and odd birth date families to control. Intervention families were offered 3 to 7 contacts between 3 and 12 weeks after birth to assess family needs and connect parents with community resources to improve infant health and well-being. Hospital records were analyzed by using an intent-to-treat design to evaluate impact among a representative subset of 549 families. RESULTS: After demographic factors (ie, birth risk, Medicaid status, ethnicity, and single parenthood) were covaried, relative to control families, families assigned to intervention had 50% less total emergency medical care use (mean [M] emergency department visits and hospital overnights) (M(intervention) = 0.78 and M(control) = 1.57; P < .001, effect size = 0.28) across the first 12 months of life. CONCLUSIONS: This brief, universal, postnatal nurse home visiting program improves population-level infant health care outcomes for the first 12 months of life. Nurse home visiting can be implemented universally at high fidelity with positive impacts on infant emergency health care that are similar to those of longer, more intensive home visiting programs. This approach offers a novel solution to the paradox of targeting by offering individually tailored intervention while achieving population-level impact.}, Doi = {10.1542/peds.2013-1021M}, Key = {fds271939} } @article{fds272252, Author = {Price, JM and Dodge, KA}, Title = {Reactive and proactive aggression in childhood: relations to peer status and social context dimensions.}, Journal = {Journal of abnormal child psychology}, Volume = {17}, Number = {4}, Pages = {455-471}, Year = {1989}, Month = {August}, url = {http://dx.doi.org/10.1007/bf00915038}, Abstract = {Although there has been an accumulation of evidence to suggest a link between peer-directed aggression and social rejection, little attention has been given to the relations between specific subtypes of aggressive behavior and social rejection. The purpose of this investigation was to examine the relations between two subtypes of aggressive behavior (reactive and proactive aggression) and children's classroom peer status. The reciprocity of each of these subtypes of aggressive behavior and the social contexts in which these behaviors occur were also examined. Assessments of each of these forms of aggression among 70 boys (ages 5 and 6) were conducted using direct observations and teacher ratings. In general, directing reactive aggressive behavior toward peers was associated with social rejection, while utilization of instrumental aggression was positively related to peer status. The findings also indicated that directing proactive forms of aggression toward peers was related to being the target of proactive aggression. Finally, among older boys, both subtypes of aggression were more likely to occur during rough play than during any other type of play activity.}, Doi = {10.1007/bf00915038}, Key = {fds272252} } @article{fds272227, Author = {Dodge, KA and Lochman, JE and Harnish, JD and Bates, JE and Pettit, GS}, Title = {Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth.}, Journal = {Journal of abnormal psychology}, Volume = {106}, Number = {1}, Pages = {37-51}, Year = {1997}, Month = {February}, ISSN = {0021-843X}, url = {http://www.ncbi.nlm.nih.gov/pubmed/9103716}, Abstract = {The authors proposed that reactively aggressive and proactively aggressive types of antisocial youth would differ in developmental histories, concurrent adjustment, and social information-processing patterns. In Study 1, 585 boys and girls classified into groups called reactive aggressive, proactive aggressive, pervasively aggressive (combined type), and nonaggressive revealed distinct profiles. Only the reactive aggressive groups demonstrated histories of physical abuse and early onset of problems, adjustment problems in peer relations, and inadequate encoding and problem-solving processing patterns. Only the proactive aggressive groups demonstrated a processing pattern of anticipating positive outcomes for aggressing. In Study 2, 50 psychiatrically impaired chronically violent boys classified as reactively violent or proactively violent demonstrated differences in age of onset of problem behavior, adjustment problems, and processing problems.}, Doi = {10.1037//0021-843x.106.1.37}, Key = {fds272227} } @article{fds272107, Author = {Fontaine, RG and Dodge, KA}, Title = {Real-Time Decision Making and Aggressive Behavior in Youth: A Heuristic Model of Response Evaluation and Decision (RED).}, Journal = {Aggressive behavior}, Volume = {32}, Number = {6}, Pages = {604-624}, Year = {2006}, Month = {November}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20802851}, Abstract = {Considerable scientific and intervention attention has been paid to judgment and decision-making systems associated with aggressive behavior in youth. However, most empirical studies have investigated social-cognitive correlates of stable child and adolescent aggressiveness, and less is known about real-time decision making to engage in aggressive behavior. A model of real-time decision making must incorporate both impulsive actions and rational thought. The present paper advances a process model (response evaluation and decision; RED) of real-time behavioral judgments and decision making in aggressive youths with mathematic representations that may be used to quantify response strength. These components are a heuristic to describe decision making, though it is doubtful that individuals always mentally complete these steps. RED represents an organization of social-cognitive operations believed to be active during the response decision step of social information processing. The model posits that RED processes can be circumvented through impulsive responding. This article provides a description and integration of thoughtful, rational decision making and nonrational impulsivity in aggressive behavioral interactions.}, Doi = {10.1002/ab.20150}, Key = {fds272107} } @article{fds272012, Author = {Wager, L and Lansford, JE and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Reasoning, denying privileges, yelling, and spanking: Ethnic differences and associations with child externalizing behavior}, Journal = {Parenting: Science and Practice}, Year = {2011}, url = {http://dx.doi.org/10.1080/15295192.2011.613727}, Doi = {10.1080/15295192.2011.613727}, Key = {fds272012} } @article{fds271930, Author = {Harrist, AW and Achacoso, JA and John, A and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Reciprocal and Complementary Sibling Interactions: Relations with Socialization Outcomes in the Kindergarten Classroom.}, Journal = {Early education and development}, Volume = {25}, Number = {2}, Pages = {202-222}, Year = {2014}, Month = {January}, ISSN = {1040-9289}, url = {http://dx.doi.org/10.1080/10409289.2014.848500}, Abstract = {<h4>Research findings</h4>To examine associations between sibling interaction patterns and later social outcomes in single- and two-parent families, 113 kindergarteners took part in naturalistic observations at home with siblings, classmates participated in sociometric interviews, and teachers completed behavior ratings. Sibling interactions were coded using a newly-developed 39-item checklist, and proportions of complementary and reciprocal sibling interactions computed. Complementarity occurred more among dyads where kindergartners were with toddler or infant siblings than among kindergartners with older or near-age younger siblings. Higher levels of complementarity predicted lower levels of internalizing but were not related to externalizing problems. Kindergartners' sociometric status in the classroom differed as a function of sibling interaction patterns, with neglected and controversial children experiencing less complementarity/more reciprocity than popular, average, and rejected children. Finally, there was some evidence for differential associations of sibling interaction patterns with social outcomes for children in single- versus two-parent families: regressions testing interaction effects show sibling reciprocity positively associated with kindergartners' social skills only in single-parent families, and complementary sibling interactions positively related to internalizing problems only in two-parent families.<h4>Implications for practice</h4>Those working with divorcing or other single-parent families might consider sibling interactions as a potential target for social skill building.}, Doi = {10.1080/10409289.2014.848500}, Key = {fds271930} } @article{fds272031, Author = {Lansford, JE and Criss, MM and Laird, RD and Shaw, DS and Pettit, GS and Bates, JE and Dodge, KA}, Title = {Reciprocal relations between parents' physical discipline and children's externalizing behavior during middle childhood and adolescence.}, Journal = {Development and psychopathology}, Volume = {23}, Number = {1}, Pages = {225-238}, Year = {2011}, Month = {February}, url = {http://www.ncbi.nlm.nih.gov/pubmed/21262050}, Abstract = {Using data from two long-term longitudinal projects, we investigated reciprocal relations between maternal reports of physical discipline and teacher and self-ratings of child externalizing behavior, accounting for continuity in both discipline and externalizing over time. In Study 1, which followed a community sample of 562 boys and girls from age 6 to 9, high levels of physical discipline in a given year predicted high levels of externalizing behavior in the next year, and externalizing behavior in a given year predicted high levels of physical discipline in the next year. In Study 2, which followed an independent sample of 290 lower income, higher risk boys from age 10 to 15, mother-reported physical discipline in a given year predicted child ratings of antisocial behavior in the next year, but child antisocial behavior in a given year did not predict parents' use of physical discipline in the next year. In neither sample was there evidence that associations between physical discipline and child externalizing changed as the child aged, and findings were not moderated by gender, race, socioeconomic status, or the severity of the physical discipline. Implications for the reciprocal nature of the socialization process and the risks associated with physical discipline are discussed.}, Doi = {10.1017/s0954579410000751}, Key = {fds272031} } @article{fds347072, Author = {Dodge, KA}, Title = {Redefining the Science and Policy of Early Childhood Intervention Programs.}, Journal = {Pediatrics}, Volume = {144}, Number = {6}, Pages = {e20192606}, Year = {2019}, Month = {December}, url = {http://dx.doi.org/10.1542/peds.2019-2606}, Doi = {10.1542/peds.2019-2606}, Key = {fds347072} } @book{fds218504, Author = {National Research Council and Dodge, K.A}, Title = {Reforming Juvenile Justice: A Developmental Approach}, Publisher = {The National Academies Press}, Address = {Washington, DC}, Editor = {Committee on Assessing Juvenile Justice Reform and R. J. Bonnie and R. L. Johnson and B. M. Chemers and J. A. Schuck}, Year = {2013}, Keywords = {juvenile justice • crime}, Key = {fds218504} } @article{fds271980, Author = {Berlin, LJ and Dodge, KA}, Title = {Relations among relationships.}, Journal = {Child abuse & neglect}, Volume = {28}, Number = {11}, Pages = {1127-1132}, Year = {2004}, Month = {November}, ISSN = {0145-2134}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15567019}, Doi = {10.1016/j.chiabu.2004.07.002}, Key = {fds271980} } @article{fds272184, Author = {Berlin, LJ and Dodge, KA}, Title = {Relations among relationships. Invited commentary on "Child abuse and neglect and adult intimate relationships: A prospective study"}, Journal = {Child Abuse and Neglect}, Volume = {28}, Pages = {1127-1132}, Year = {2004}, url = {http://dx.doi.org/10.1016/j.chiabu.2004.07.002}, Doi = {10.1016/j.chiabu.2004.07.002}, Key = {fds272184} } @article{fds272146, Author = {Fontaine, RG and Burks, VS and Dodge, KA}, Title = {Response decision processes and externalizing behavior problems in adolescents.}, Journal = {Development and psychopathology}, Volume = {14}, Number = {1}, Pages = {107-122}, Year = {2002}, Month = {January}, ISSN = {0954-5794}, url = {http://www.ncbi.nlm.nih.gov/pubmed/11893088}, Abstract = {Externalizing behavior problems of 124 adolescents were assessed across Grades 7-11. In Grade 9, participants were also assessed across social-cognitive domains after imagining themselves as the object of provocations portrayed in six videotaped vignettes. Participants responded to vignette-based questions representing multiple processes of the response decision step of social information processing. Phase 1 of our investigation supported a two-factor model of the response evaluation process of response decision (response valuation and outcome expectancy). Phase 2 showed significant relations between the set of these response decision processes, as well as response selection, measured in Grade 9 and (a) externalizing behavior in Grade 9 and (b) externalizing behavior in Grades 10-11, even after controlling externalizing behavior in Grades 7-8. These findings suggest that on-line behavioral judgments about aggression play a crucial role in the maintenance and growth of aggressive response tendencies in adolescence.}, Doi = {10.1017/s0954579402001062}, Key = {fds272146} } @article{fds346823, Author = {Hanson, JL and Albert, WD and Skinner, AT and Shen, SH and Dodge, KA and Lansford, JE}, Title = {Resting state coupling between the amygdala and ventromedial prefrontal cortex is related to household income in childhood and indexes future psychological vulnerability to stress.}, Journal = {Development and psychopathology}, Volume = {31}, Number = {3}, Pages = {1053-1066}, Year = {2019}, Month = {August}, url = {http://dx.doi.org/10.1017/s0954579419000592}, Abstract = {While child poverty is a significant risk factor for poor mental health, the developmental pathways involved with these associations are poorly understood. To advance knowledge about these important linkages, the present study examined the developmental sequelae of childhood exposure to poverty in a multiyear longitudinal study. Here, we focused on exposure to poverty, neurobiological circuitry connected to emotion dysregulation, later exposure to stressful life events, and symptoms of psychopathology. We grounded our work in a biopsychosocial perspective, with a specific interest in "stress sensitization" and emotion dysregulation. Motivated by past work, we first tested whether exposure to poverty was related to changes in the resting-state coupling between two brain structures centrally involved with emotion processing and regulation (the amygdala and the ventromedial prefrontal cortex; vmPFC). As predicted, we found lower household income at age 10 was related to lower resting-state coupling between these areas at age 15. We then tested if variations in amygdala-vmPFC connectivity interacted with more contemporaneous stressors to predict challenges with mental health at age 16. In line with past reports showing risk for poor mental health is greatest in those exposed to early and then later, more contemporaneous stress, we predicted and found that lower vmPFC-amygdala coupling in the context of greater contemporaneous stress was related to higher levels of internalizing and externalizing symptoms. We believe these important interactions between neurobiology and life history are an additional vantage point for understanding risk and resiliency, and suggest avenues for prediction of psychopathology related to early life challenge.}, Doi = {10.1017/s0954579419000592}, Key = {fds346823} } @article{fds272291, Author = {Dodge, KA and Rabiner, DL}, Title = {Returning to roots: on social information processing and moral development.}, Journal = {Child development}, Volume = {75}, Number = {4}, Pages = {1003-1008}, Year = {2004}, Month = {July}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15260860}, Abstract = {Social information processing theory has been posited as a description of how mental operations affect behavioral responding in social situations. Arsenio and Lemerise (this issue) proposed that consideration of concepts and methods from moral domain models could enhance this description. This paper agrees with their proposition, although it suggests that numerous additional concepts about the nature of latent mental structures (e.g., working models, schemas, scripts, object relations, classical conditioning) provide equally compelling refinements to processing theory. Furthermore, theoretical and methodological challenges in integrating latent mental structures into processing theory remain.}, Doi = {10.1111/j.1467-8624.2004.00721.x}, Key = {fds272291} } @article{fds53592, Author = {K.A. Dodge}, Title = {Review of book: Dynamic assessment in practice: Clinical and educational applications}, Journal = {Journal of Cognitive Education and Psychology}, Volume = {6}, Number = {2}, Pages = {313-315}, Year = {2007}, Key = {fds53592} } @article{fds38886, Author = {Dodge, K.A.}, Title = {Review of social cognition and social development (E.T. Higgins, D.N. Ruble, & W.W. Hartup (Eds.)}, Journal = {Child Development Abstracts and Bibliography}, Year = {1984}, Key = {fds38886} } @article{fds206448, Author = {K.A. Dodge}, Title = {Review of the book: Handbook of Clinical Child Neuropsychology, 3rd ed, edited by Cecil R. Reynolds and Elaine Fletcher-Janzen}, Journal = {Journal of Clinical Psychology}, Volume = {72}, Number = {5}, Pages = {726}, Year = {2011}, Key = {fds206448} } @article{fds330211, Author = {Lansford, JE and Godwin, J and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Alampay, LP and Uribe Tirado and LM and Al-Hassan, SM and Bacchini, D}, Title = {Reward sensitivity, impulse control, and social cognition as mediators of the link between childhood family adversity and externalizing behavior in eight countries.}, Journal = {Development and psychopathology}, Volume = {29}, Number = {5}, Pages = {1675-1688}, Year = {2017}, Month = {December}, url = {http://dx.doi.org/10.1017/s0954579417001328}, Abstract = {Using data from 1,177 families in eight countries (Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States), we tested a conceptual model of direct effects of childhood family adversity on subsequent externalizing behaviors as well as indirect effects through psychological mediators. When children were 9 years old, mothers and fathers reported on financial difficulties and their use of corporal punishment, and children reported perceptions of their parents' rejection. When children were 10 years old, they completed a computerized battery of tasks assessing reward sensitivity and impulse control and responded to questions about hypothetical social provocations to assess their hostile attributions and proclivity for aggressive responding. When children were 12 years old, they reported on their externalizing behavior. Multigroup structural equation models revealed that across all eight countries, childhood family adversity had direct effects on externalizing behaviors 3 years later, and childhood family adversity had indirect effects on externalizing behavior through psychological mediators. The findings suggest ways in which family-level adversity poses risk for children's subsequent development of problems at psychological and behavioral levels, situated within diverse cultural contexts.}, Doi = {10.1017/s0954579417001328}, Key = {fds330211} } @article{fds272187, Author = {Dodge, KA}, Title = {Risk and protection in the perpetration of child abuse}, Journal = {North Carolina Medical Journal}, Volume = {66}, Number = {5}, Pages = {367-369}, Year = {2005}, ISSN = {0029-2559}, url = {http://www.ncbi.nlm.nih.gov/pubmed/16323584}, Abstract = {In sum, the adoption of a risk and protective factor approach to understanding and preventing child abuse is highly consistent with empirical study of how child abuse develops and with efforts in the prevention of heart disease. This analogy can be helpful in designing a comprehensive approach to the prevention of child abuse. It should not be taken too far, however. For example, it may be destructive to perceive abusive parents as "sick." There may be better metaphors that do not invoke sickness, such as literacy. So, 'the analogy would go like this: abusive parents are like illiterate adults, and prevention of abuse will require a universal comprehensive, life-long, public education system that includes years of focused education for all, coupled with a selective special education system for high-risk individuals.}, Key = {fds272187} } @article{fds304171, Author = {Dodge, KA}, Title = {Risk and protection in the perpetration of child abuse.}, Journal = {North Carolina medical journal}, Volume = {66}, Number = {5}, Pages = {364-366}, Year = {2005}, Month = {September}, ISSN = {0029-2559}, url = {http://www.ncbi.nlm.nih.gov/pubmed/16323584}, Abstract = {In sum, the adoption of a risk and protective factor approach to understanding and preventing child abuse is highly consistent with empirical study of how child abuse develops and with efforts in the prevention of heart disease. This analogy can be helpful in designing a comprehensive approach to the prevention of child abuse. It should not be taken too far, however. For example, it may be destructive to perceive abusive parents as "sick." There may be better metaphors that do not invoke sickness, such as literacy. So, 'the analogy would go like this: abusive parents are like illiterate adults, and prevention of abuse will require a universal comprehensive, life-long, public education system that includes years of focused education for all, coupled with a selective special education system for high-risk individuals.}, Key = {fds304171} } @article{fds335170, Author = {Bushman, BJ and Coyne, SM and Anderson, CA and Björkqvist, K and Boxer, P and Dodge, KA and Dubow, EF and Farrington, DP and Gentile, DA and Huesmann, LR and Lansford, JE and Novaco, RW and Ostrov, JM and Underwood, MK and Warburton, WA and Ybarra, ML}, Title = {Risk factors for youth violence: Youth violence commission, International Society For Research On Aggression (ISRA).}, Journal = {Aggressive behavior}, Volume = {44}, Number = {4}, Pages = {331-336}, Year = {2018}, Month = {July}, url = {http://dx.doi.org/10.1002/ab.21766}, Doi = {10.1002/ab.21766}, Key = {fds335170} } @article{fds272063, Author = {Dick, DM and Latendresse, SJ and Lansford, JE and Budde, JP and Goate, A and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Role of GABRA2 in trajectories of externalizing behavior across development and evidence of moderation by parental monitoring.}, Journal = {Archives of general psychiatry}, Volume = {66}, Number = {6}, Pages = {649-657}, Year = {2009}, Month = {June}, ISSN = {0003-990X}, url = {http://dx.doi.org/10.1001/archgenpsychiatry.2009.48}, Abstract = {<h4>Context</h4>As we identify genes involved in psychiatric disorders, the next step will be to study how the risk associated with susceptibility genes manifests across development and in conjunction with the environment. We describe analyses aimed at characterizing the pathway of risk associated with GABRA2, a gene previously associated with adult alcohol dependence, in a community sample of children followed longitudinally from childhood through young adulthood.<h4>Objective</h4>To test for an association between GABRA2 and trajectories of externalizing behavior from adolescence to young adulthood and for moderation of genetic effects by parental monitoring.<h4>Design</h4>Data were analyzed from the Child Development Project, with yearly assessments conducted since that time. A saliva sample was collected for DNA at the 2006 follow-up, with a 93% response rate in the target sample. Growth mixture modeling was conducted using Mplus to identify trajectories of externalizing behavior and to test for effects of GABRA2 sequence variants and parental monitoring.<h4>Setting</h4>Nashville and Knoxville, Tennessee, and Bloomington, Indiana.<h4>Participants</h4>A community-based sample of families enrolled at 3 sites as children entered kindergarten in 1987 and 1988. Analyses for the white subset of the sample (n = 378) are reported here.<h4>Main outcome measures</h4>Parental monitoring measured at 11 years of age; Child Behavior Checklist youth reports of externalizing behavior at ages 12, 14, 15, 16, 17, 19, 20, 21, and 22 years.<h4>Results</h4>Two classes of externalizing behavior emerged: a stable high externalizing class and a moderate decreasing externalizing behavior class. The GABRA2 gene was associated with class membership, with subjects who showed persistent elevated trajectories of externalizing behavior more likely to carry the genotype previously associated with increased risk of adult alcohol dependence. A significant interaction with parental monitoring emerged; the association of GABRA2 with externalizing trajectories diminished with high levels of parental monitoring.<h4>Conclusions</h4>These analyses underscore the importance of studying genetic effects across development and of identifying environmental factors that moderate risk.}, Doi = {10.1001/archgenpsychiatry.2009.48}, Key = {fds272063} } @article{fds271938, Author = {Rauer, AJ and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA}, Title = {Romantic relationship patterns in young adulthood and their developmental antecedents}, Journal = {Developmental Psychology}, Volume = {49}, Number = {11}, Pages = {2159-2171}, Year = {2012}, url = {http://dx.doi.org/10.1037/a0031845}, Abstract = {The delayed entry into marriage that characterizes modern society raises questions about young adults' romantic relationship trajectories and whether patterns found to characterize adolescent romantic relationships persist into young adulthood. The current study traced developmental transitions into and out of romantic relationships from age 18 through age 25 in a sample of 511 young adults. The developmental antecedents of these different romantic relationship experiences in both distal and proximal family and peer domains were also examined. Analyses included both person-oriented and variable-oriented approaches. Findings show 5 distinct clusters varying in timing, duration, and frequency of participation in romantic relationships that range from those who had only recently entered into a romantic relationship to those who had been in the same relationship from age 18 to age 25. These relationship outcome trajectory clusters were predicted by variations in competence in early relationships with family and peers. Interpersonal experiences in family and peer contexts in early childhood through adolescence thus may form a scaffold on which later competence in romantic relationships develops. Findings shed light on both normative and nonnormative developmental transitions of romantic relationships in young adulthood.}, Doi = {10.1037/a0031845}, Key = {fds271938} } @article{fds317737, Author = {Rauer, AJ and Pettit, GS and Samek, DR and Lansford, JE and Dodge, KA and Bates, JE}, Title = {Romantic relationships and alcohol use: A long-term, developmental perspective.}, Journal = {Development and psychopathology}, Volume = {28}, Number = {3}, Pages = {773-789}, Year = {2016}, Month = {August}, url = {http://dx.doi.org/10.1017/s0954579416000304}, Abstract = {This study considers the developmental origins of alcohol use in young adulthood. Despite substantial evidence linking committed romantic relationships to less problematic alcohol use in adulthood, the uniformity of these protective benefits across different romantic relationships is unclear. Further, the extent to which the establishment and maintenance of these romantic relationships is preceded by earlier adolescence alcohol use remains unknown. To address these gaps in the literature, the current study utilized multitiple-dimensional, multiple-informant data spanning 20 years on 585 individuals in the Child Development Project. Findings from both variable- and person-centered analyses support a progression of associations predicting adolescent alcohol use (ages 15-16), drinking, and romantic relationships in early adulthood (ages 18-25), and then problematic young adult alcohol use (age 27). Although adolescent alcohol use predicted greater romantic involvement and turnover in early adulthood, romantic involvement, but not turnover, appeared to reduce the likelihood of later problematic drinking. These findings remained robust even after accounting for a wide array of selection and socialization factors. Moreover, characteristics of the individuals (e.g., gender) and of their romantic relationships (e.g., partner substance use problems and romantic relationship satisfaction) did not moderate these findings. Findings underscore the importance of using a developmental-relational perspective to consider the antecedents and consequences of alcohol use early in the life span.}, Doi = {10.1017/s0954579416000304}, Key = {fds317737} } @article{fds272262, Author = {Wehby, and H, J and Dodge, and A, K and Valente, and E, and Jr, and Group, TCPPR}, Title = {School behavior of first-grade children identified as at-risk for development of conduct problems}, Journal = {Behavioral Disorders}, Volume = {18}, Pages = {67-78}, Year = {1993}, Key = {fds272262} } @article{fds271950, Author = {Bierman, KL and Coie, J and Dodge, K and Greenberg, M and Lochman, J and McMohan, R and Pinderhughes, E and Conduct Problems Prevention Research Group}, Title = {School outcomes of aggressive-disruptive children: prediction from kindergarten risk factors and impact of the fast track prevention program.}, Journal = {Aggressive behavior}, Volume = {39}, Number = {2}, Pages = {114-130}, Year = {2013}, Month = {March}, ISSN = {0096-140X}, 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 = {fds271950} } @article{fds272239, Author = {Lochman, and E, J and member, TCPPRGKAD}, Title = {Screening of child behavior problems for prevention programs at school entry}, Journal = {Journal of Consulting and Clinical Psychology}, Volume = {63}, Number = {4}, Pages = {549-559}, Year = {1995}, ISSN = {0022-006X}, url = {http://dx.doi.org/10.1037//0022-006x.63.4.549}, Abstract = {Targeted programs designed to prevent conduct problems in childhood and adolescence rely on screening systems to identify high-risk individuals. This study examines the proximal usefulness of a multiple-gating approach to screening, using teacher and parent ratings in a 2-step procedure with a sample of 382 kindergarten children. The study explored differences in the accuracy of the 2 steps of screening information and whether parents' reports of parenting practices augments the prediction of negative outcomes. The 2-step screening system was found to effectively predict negative behavior outcomes over 1 year later, although some false-positive and false-negative predictions were evident. The Parenting Practices Screen did not substantially add to prediction accuracy. The discussion emphasizes the potential contributions and problems of using screening measures.}, Doi = {10.1037//0022-006x.63.4.549}, Key = {fds272239} } @misc{fds39753, Author = {McFall, R.M. and Dodge, K.A.}, Title = {Self-management and interpersonal skills learning}, Pages = {353-392}, Booktitle = {Self-management and behavior change: From theory to practice}, Publisher = {Pergamon Press}, Editor = {P. Karoly and F.H. Kanfer}, Year = {1982}, Key = {fds39753} } @article{fds326573, Author = {Wang, FL and Chassin, L and Bates, JE and Dick, D and Lansford, JE and Pettit, GS and Dodge, KA}, Title = {Serotonin functioning and adolescents' alcohol use: A genetically informed study examining mechanisms of risk.}, Journal = {Development and psychopathology}, Volume = {30}, Number = {1}, Pages = {213-233}, Year = {2018}, Month = {February}, url = {http://dx.doi.org/10.1017/s095457941700058x}, Abstract = {The current study used data from two longitudinal samples to test whether self-regulation, depressive symptoms, and aggression/antisociality were mediators in the relation between a polygenic score indexing serotonin (5-HT) functioning and alcohol use in adolescence. The results from an independent genome-wide association study of 5-hydroxyindoleacetic acid in the cerebrospinal fluid were used to create 5-HT polygenic risk scores. Adolescents and/or parents reported on adolescents' self-regulation (Time 1), depressive symptoms (Time 2), aggression/antisociality (Time 2), and alcohol use (Time 3). The results showed that 5-HT polygenic risk did not predict self-regulation. However, adolescents with higher levels of 5-HT polygenic risk showed greater depression and aggression/antisociality. Adolescents' aggression/antisociality mediated the relation between 5-HT polygenic risk and later alcohol use. Deficits in self-regulation also predicted depression and aggression/antisociality, and indirectly predicted alcohol use through aggression/antisociality. Pathways to alcohol use were especially salient for males from families with low parental education in one of the two samples. The results provide insights into the longitudinal mechanisms underlying the relation between 5-HT functioning and alcohol use (i.e., earlier aggression/antisociality). There was no evidence that genetically based variation in 5-HT functioning predisposed individuals to deficits in self-regulation. Genetically based variation in 5-HT functioning and self-regulation might be separate, transdiagnostic risk factors for several types of psychopathology.}, Doi = {10.1017/s095457941700058x}, Key = {fds326573} } @article{fds167314, Author = {Jones, D. and Foster, E.M. and the Conduct Problems Prevention Research Group}, Title = {Service use patterns for adolescents with ADHD and comorbid conduct disorder}, Journal = {Journal of Behavioral Health Service and Research}, Volume = {36}, Number = {4}, Pages = {436-449}, Year = {2009}, url = {http://dx.doi.org/10.1007/s11414-008-9133-3}, Doi = {10.1007/s11414-008-9133-3}, Key = {fds167314} } @article{fds272078, Author = {Jones, and D, and Foster, and M, E and member, TCPPRGKAD}, Title = {Service use patterns for adolescents with ADHD and comorbid conduct disorder}, Journal = {Journal of Behavioral Health Services and Research}, Volume = {36}, Number = {4}, Pages = {436-449}, Year = {2008}, url = {http://dx.doi.org/10.1007/s11414-008-9133-3}, Abstract = {Service use patterns and costs of youth diagnosed with attention-deficit/hyperactivity disorder (ADHD) and comorbid conduct disorder (CD) were assessed across adolescence (ages 12 through 17). Featured service sectors include mental health, school services, and the juvenile justice system. Data are provided by three cohorts from the Fast Track evaluation and are based on parent report. Diagnostic groups are identified through a structured assessment. Results show that public costs for youth with ADHD exceed $40,000 per child on average over a 6-year period, more than doubling service expenditures for a non-ADHD group. Public costs for children with comorbid ADHD and CD double the costs of those with ADHD alone. Varying patterns by service sector, diagnosis, and across time indicate different needs for youth with different conditions and at different ages and can provide important information for prevention and treatment researchers.}, Doi = {10.1007/s11414-008-9133-3}, Key = {fds272078} } @article{fds327154, Author = {Alampay, LP and Godwin, J and Lansford, JE and Bombi, AS and Bornstein, MH and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Uribe Tirado and LM and Zelli, A and Al-Hassan, S and Bacchini, D}, Title = {Severity and Justness Do Not Moderate the Relation Between Corporal Punishment and Negative Child Outcomes: A Multicultural and Longitudinal Study.}, Journal = {International journal of behavioral development}, Volume = {41}, Number = {4}, Pages = {491-502}, Year = {2017}, Month = {July}, url = {http://dx.doi.org/10.1177/0165025417697852}, Abstract = {There is strong evidence of a positive association between corporal punishment and negative child outcomes, but previous studies have suggested that the manner in which parents implement corporal punishment moderates the effects of its use. This study investigated whether severity and justness in the use of corporal punishment moderate the associations between frequency of corporal punishment and child externalizing and internalizing behaviors. This question was examined using a multicultural sample from eight countries and two waves of data collected one year apart. Interviews were conducted with 998 children aged 7-10 years, and their mothers and fathers, from China, Colombia, Italy, Jordan, Kenya, Philippines, Thailand, and the United States. Mothers and fathers responded to questions on the frequency, severity, and justness of their use of corporal punishment; they also reported on the externalizing and internalizing behavior of their child. Children reported on their aggression. Multigroup path models revealed that across cultural groups, and as reported by mothers and fathers, there is a positive relation between the frequency of corporal punishment and externalizing child behaviors. Mother-reported severity and father-reported justness were associated with child-reported aggression. Neither severity nor justness moderated the relation between frequency of corporal punishment and child problem behavior. The null result suggests that more use of corporal punishment is harmful to children regardless of how it is implemented, but requires further substantiation as the study is unable to definitively conclude that there is no true interaction effect.}, Doi = {10.1177/0165025417697852}, Key = {fds327154} } @article{fds272254, Author = {Boivin, M and Dodge, KA and Coie, JD}, Title = {Similarities et dissimilarities entre le groupe et l'individu quant aux comportements associes au statut aupres des pairs dans les groupes de jeux experimentaux}, Journal = {Science et Comportement}, Volume = {19}, Pages = {331-349}, Year = {1989}, Key = {fds272254} } @article{fds272204, Author = {Dodge, KA and McClaskey, CL and Feldman, E}, Title = {Situational approach to the assessment of social competence in children.}, Journal = {Journal of consulting and clinical psychology}, Volume = {53}, Number = {3}, Pages = {344-353}, Year = {1985}, Month = {June}, ISSN = {0022-006X}, url = {http://dx.doi.org/10.1037//0022-006x.53.3.344}, Abstract = {The present study attempted to generate and evaluate a taxonomy of the situations and tasks most likely to lead deviant children to experience social difficulties. In Study 1, elementary school teachers and clinicians were asked to notice such situations as they occurred. The outcome was a 44-item Taxonomy of Problematic Social Situations for Children. This survey was administered to teachers of 45 socially rejected children and 39 adaptive children. The survey was found to have high internal consistency and high test-retest reliability. Six situation types emerged as factors in analyses: Peer Group Entry; Response to Peer Provocations; Response to Failure; Response to Success; Social Expectations; and Teacher Expectations. Teachers rated the rejected group as having more problems than the adaptive group in each situation, but particularly in Response to Peer Provocations and Teacher Expectations. In Study 2, 15 items within the six factors were presented in hypothetical format to 39 clinic-referred rejected aggressive children and 34 adaptive children, who were asked to role-play their responses. The items, in particular the provocation items, again differentiated the two groups. Sex and age differences were also found. The usefulness of this taxonomy in a three-step model of clinical assessment is proposed. © 1985 American Psychological Association.}, Doi = {10.1037//0022-006x.53.3.344}, Key = {fds272204} } @article{fds359019, Author = {Chang, L and Liu, YY and Lu, HJ and Lansford, JE and Bornstein, MH and Steinberg, L and Deater-Deckard, K and Rothenberg, WA and Skinner, AT and Dodge, KA}, Title = {Slow Life History Strategies and Increases in Externalizing and Internalizing Problems During the COVID-19 Pandemic.}, Journal = {Journal of research on adolescence : the official journal of the Society for Research on Adolescence}, Volume = {31}, Number = {3}, Pages = {595-607}, Year = {2021}, Month = {September}, url = {http://dx.doi.org/10.1111/jora.12661}, Abstract = {The COVID-19 pandemic is but one of many instances of environmental adversities that have recurred in human history. Biobehavioral resource allocation strategies, known as fast (reproduction-focused) versus slow (development-focused) life history (LH) tradeoff strategies, evolved to deal with environmental challenges such as infectious diseases. Based on 141 young people and their mothers observed prior to (ages 9 and 13) and during (age 20) COVID-19, we investigated longitudinal relations involving slow LH strategies. The results support the adaptive role of slow LH strategies in reducing COVID-related increases in externalizing problems. In addition, the effect of early adversity on COVID-related increases in externalizing was mediated, and the effect on COVID-related increases in internalizing was moderated, by slow LH strategies.}, Doi = {10.1111/jora.12661}, Key = {fds359019} } @article{fds272200, Author = {Dodge, KA}, Title = {Social cognition and children's aggressive behavior.}, Journal = {Child development}, Volume = {51}, Number = {1}, Pages = {162-170}, Year = {1980}, Month = {March}, url = {http://dx.doi.org/10.1111/j.1467-8624.1980.tb02522.x}, Doi = {10.1111/j.1467-8624.1980.tb02522.x}, Key = {fds272200} } @article{fds272209, Author = {Dodge, KA and Frame, CL}, Title = {Social cognitive biases and deficits in aggressive boys.}, Journal = {Child development}, Volume = {53}, Number = {3}, Pages = {620-635}, Year = {1982}, Month = {June}, url = {http://dx.doi.org/10.1111/j.1467-8624.1982.tb03434.x}, Abstract = {3 studies are reported which assess the nature and limits of a known bias on the part of aggressive boys to overattribute hostile intentions to peers. The first study determined that this bias is restricted to attributions of a peer's behavior toward an aggressive boy, and not to attributions of a peer's behavior toward a second peer. Biased attributions were implicated as a direct precedent to aggressive responses. The second study assessed the role of selective attention to and recall of hostile social cues in the formation of a biased attribution. It was found that selective recall of hostile cues did lead to a biased attribution, but that selective recall did not fully account for the attributional differences between aggressive and nonaggressive boys. Also, specific deficits in recall by aggressive boys were identified. The third study involved naturalistic observation of the peer-directed aggressive behaviors of boys in a controlled setting. It was found that the biased attributions of aggressive boys may have some basis in their experience, in that they were frequently the targets of peers' aggressive behavior. Their own aggressive behavior toward peers, however, occurred at a much higher rate than the rate at which they were the targets of aggression. These findings led to the formation of a social-information-processing model of aggressive behavior.}, Doi = {10.1111/j.1467-8624.1982.tb03434.x}, Key = {fds272209} } @article{fds272207, Author = {Dodge, KA and Schlundt, DG and Schocken, I and Delugach, JD}, Title = {Social competence and children's sociometric status: The role of peer group entry strategies}, Journal = {Merrill-Palmer Quarterly}, Volume = {29}, Pages = {309-336}, Year = {1983}, Key = {fds272207} } @misc{fds39747, Author = {Dodge, K.A. and Pettit, G.S. and McClaskey, C.L. and Brown, M.}, Title = {Social competence in children}, Volume = {51}, Series = {Serial No. 213}, Number = {2}, Booktitle = {Monographs of the Society for Research in Child Development}, Year = {1986}, Key = {fds39747} } @misc{fds167328, Author = {Fontaine, R.G. and Dodge, K.A.}, Title = {Social Information Processing and Aggressive Behavior: A Transactional Perspective}, Booktitle = {The Transactional Model of Development: How Children and Contexts Shape Each Other}, Publisher = {American Psychological Association}, Address = {Washington, DC}, Editor = {Sameroff, A.J.}, Year = {2009}, Key = {fds167328} } @article{fds272085, Author = {Crozier, JC and Dodge, KA and Fontaine, RG and Lansford, JE and Bates, JE and Pettit, GS and Levenson, RW}, Title = {Social information processing and cardiac predictors of adolescent antisocial behavior.}, Journal = {Journal of abnormal psychology}, Volume = {117}, Number = {2}, Pages = {253-267}, Year = {2008}, Month = {May}, ISSN = {0021-843X}, url = {http://www.ncbi.nlm.nih.gov/pubmed/18489202}, Abstract = {The relations among social information processing (SIP), cardiac activity, and antisocial behavior were investigated in adolescents over a 3-year period (from ages 16 to 18) in a community sample of 585 (48% female, 17% African American) participants. Antisocial behavior was assessed in all 3 years. Cardiac and SIP measures were collected between the first and second behavioral assessments. Cardiac measures assessed resting heart rate (RHR) and heart rate reactivity (HRR) as participants imagined themselves being victimized in hypothetical provocation situations portrayed via video vignettes. The findings were moderated by gender and supported a multiprocess model in which antisocial behavior is a function of trait-like low RHR (for male individuals only) and deviant SIP. In addition, deviant SIP mediated the effects of elevated HRR reactivity and elevated RHR on antisocial behavior (for male and female participants).}, Doi = {10.1037/0021-843x.117.2.253}, Key = {fds272085} } @misc{fds39739, Author = {McFall, R.M. and McDonel, E.C. and Dodge, K.A. and Coie, J.D.}, Title = {Social information processing and sexual aggression}, Booktitle = {Proceedings of the NIMH Conference on assessment and treatment of sexual offenders}, Publisher = {Washington, DC: U.S. Government Printing Office.}, Editor = {J. Breiling}, Year = {1989}, Key = {fds39739} } @article{fds272193, Author = {Feldman, E and Dodge, KA}, Title = {Social information processing and sociometric status: sex, age, and situational effects.}, Journal = {Journal of abnormal child psychology}, Volume = {15}, Number = {2}, Pages = {211-227}, Year = {1987}, Month = {June}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/bf00916350}, Abstract = {Theoretically based measures of social information-processing patterns in specific situations were developed and administered to popular, average, socially rejected, and socially neglected girls and boys in the first, third, and fifth grades (total n = 95). Measures included interpretations of peers' intentions, quantity and quality of responses generated to problematic stimuli, evaluations of responses, and enactments of particular responses. Three kinds of situations were generated empirically as stimuli: being teased, being provoked ambiguously, and initiating entry into a peer group. Deviant children (rejected and neglected) were found to respond deficiently compared to average and popular children, but only in the situation in which they were teased. Older children performed more competently than younger children in all three situations. Interactions among gender, sociometric status, and age also were found. Findings were interpreted as evidence of the elusiveness and complexity of social information-processing defects among low sociometric status children.}, Doi = {10.1007/bf00916350}, Key = {fds272193} } @article{fds38915, Author = {Dodge, K.A. and Coie, J.D.}, Title = {Social information processing factors in reactive and proactive aggression in children's peer groups (Reprint)}, Booktitle = {Aggression: Its causes, consequences, and control.}, Publisher = {New York: McGraw-Hill}, Editor = {L. Berkowitz}, Year = {1993}, Key = {fds38915} } @article{fds38959, Author = {Quiggle, N. and Panak, W.F. and Garber, J. and Dodge, K.A}, Title = {Social information processing in aggressive and depressed children(Reprint)}, Booktitle = {Annual Progress in Child Psychiatry and Child Development}, Publisher = {New York: Wiley}, Editor = {M.E. Herteig and E.A. Farber}, Year = {1993}, Key = {fds38959} } @article{fds272275, Author = {Quiggle, NL and Garber, J and Panak, WF and Dodge, KA}, Title = {Social information processing in aggressive and depressed children.}, Journal = {Child development}, Volume = {63}, Number = {6}, Pages = {1305-1320}, Year = {1992}, Month = {December}, url = {http://www.ncbi.nlm.nih.gov/pubmed/1446554}, Abstract = {Social information processing patterns of children who were identified as being aggressive or depressed, both, or neither were compared in order to address the issue of specificity and to explore whether children who are comorbid show a unique processing style. Subjects were 220 children in the third through sixth grade. Peer nomination and teacher ratings were used to assess level of aggression, and the Children's Depression Inventory was used to measure level of depression. Aggressive children showed a hostile attributional bias, were more likely to report that they would engage in aggressive behavior, and indicated that aggression would be easy for them. Depressed children similarly showed a hostile attributional bias, although they were more likely to attribute negative situations to internal, stable, and global causes. Depressed children also reported that they would be less likely to use assertive responses and that they expected that assertive behavior would lead to more negative and fewer positive outcomes. Children who were comorbid generally showed patterns similar to both aggressive and depressed children.}, Doi = {10.1111/j.1467-8624.1992.tb01696.x}, Key = {fds272275} } @article{fds272206, Author = {Milich, R and Dodge, KA}, Title = {Social information processing in child psychiatric populations.}, Journal = {Journal of abnormal child psychology}, Volume = {12}, Number = {3}, Pages = {471-489}, Year = {1984}, Month = {September}, url = {http://dx.doi.org/10.1007/bf00910660}, Abstract = {This study examined three kinds of social information-processing deficits in child psychiatric populations. The deficits studied were response decision biases, hostile attributional biases, and cue-utilization deficiencies. Subjects were diagnosed as hyperactive/aggressive (H/A) (n = 24), exclusively hyperactive (n = 14), exclusively aggressive (n = 14), psychiatric control (n = 23), and normal control (NC) (n = 60) boys according to procedures suggested by Loney and Milich (1982). They were administered several tasks to solicit information-processing patterns. The H/A group was found to be deficient in all three areas assessed, relative to the NC group. They were also deficient in response decisions and cue-utilization, relative to the other three groups of psychiatrically referred boys. Discriminant function analyses demonstrated that the H/A group displayed a distinct processing pattern. These results were found to be relevant to the study of behavior disorders, to social information processing theory, and to intervention efforts with these boys.}, Doi = {10.1007/bf00910660}, Key = {fds272206} } @article{fds272083, Author = {Fite, JE and Bates, JE and Holtzworth-Munroe, A and Dodge, KA and Nay, SY and Pettit, GS}, Title = {Social information processing mediates the intergenerational transmission of aggressiveness in romantic relationships.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {22}, Number = {3}, Pages = {367-376}, Year = {2008}, Month = {June}, ISSN = {0893-3200}, url = {http://dx.doi.org/10.1037/0893-3200.22.3.367}, Abstract = {This study explored the K. A. Dodge (1986) model of social information processing as a mediator of the association between interparental relationship conflict and subsequent offspring romantic relationship conflict in young adulthood. The authors tested 4 social information processing stages (encoding, hostile attributions, generation of aggressive responses, and positive evaluation of aggressive responses) in separate models to explore their independent effects as potential mediators. There was no evidence of mediation for encoding and attributions. However, there was evidence of significant mediation for both the response generation and response evaluation stages of the model. Results suggest that the ability of offspring to generate varied social responses and effectively evaluate the potential outcome of their responses at least partially mediates the intergenerational transmission of relationship conflict.}, Doi = {10.1037/0893-3200.22.3.367}, Key = {fds272083} } @misc{fds200033, Author = {Dodge, K.A.}, Title = {Social information processing models of aggressive behavior}, Booktitle = {Understanding and reducing aggression, violence, and their consequences (pp. 165-186)}, Publisher = {Washington, DC: American Psychological Association}, Editor = {M. Mikulncer and P.R. Shaver}, Year = {2011}, Key = {fds200033} } @misc{fds152593, Author = {Dodge, K.A.}, Title = {Social information processing models of aggressive behavior}, Booktitle = {Understanding and reducing aggression, violence, and their consequences}, Publisher = {American Psychological Association}, Address = {Washington, DC}, Editor = {M. Mikulincer and P.R. Shaver}, Key = {fds152593} } @misc{fds39748, Author = {Dodge, K.A.}, Title = {Social information processing variables in the development of aggression and altruism in children}, Pages = {280-302}, Booktitle = {The development of altruism and aggression: Social and biological origin}, Publisher = {New York: Cambridge University Press}, Editor = {C. Zahn-Waxler and M. Cummings and M. Radke-Yarrow}, Year = {1986}, Key = {fds39748} } @article{fds39010, Author = {Dodge, K.A. and Schwartz, D.}, Title = {Social information-processing mechanisms in aggressive behavior}, Pages = {171-180}, Booktitle = {Handbook of antisocial behavior}, Publisher = {New York: Wiley}, Editor = {D. Stoff and J. Breiling and J. Masur}, Year = {1997}, Key = {fds39010} } @article{fds272237, Author = {Crick, NR and Dodge, KA}, Title = {Social information-processing mechanisms in reactive and proactive aggression.}, Journal = {Child development}, Volume = {67}, Number = {3}, Pages = {993-1002}, Year = {1996}, Month = {June}, url = {http://www.ncbi.nlm.nih.gov/pubmed/8706540}, Abstract = {Theories of aggressive behavior and ethological observations in animals and children suggest the existence of distinct forms of reactive (hostile) and proactive (instrumental) aggression. Toward the validation of this distinction, groups of reactive aggressive, proactive aggressive, and nonaggressive children were identified (n = 624 9-12-year-olds). Social information-processing patterns were assessed in these groups by presenting hypothetical vignettes to subjects. 3 hypotheses were tested: (1) only the reactive-aggressive children would demonstrate hostile biases in their attributions of peers' intentions in provocation situations (because such biases are known to lead to reactive anger); (2) only proactive-aggressive children would evaluate aggression and its consequences in relatively positive ways (because proactive aggression is motivated by its expected external outcomes); and (3) proactive-aggressive children would select instrumental social goals rather than relational goals more often than nonaggressive children. All 3 hypotheses were at least partially supported.}, Doi = {10.1111/j.1467-8624.1996.tb01778.x}, Key = {fds272237} } @article{fds272241, Author = {Dodge, KA and Pettit, GS and Bates, JE and Valente, E}, Title = {Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems.}, Journal = {Journal of abnormal psychology}, Volume = {104}, Number = {4}, Pages = {632-643}, Year = {1995}, Month = {November}, ISSN = {0021-843X}, url = {http://dx.doi.org/10.1037//0021-843x.104.4.632}, Abstract = {The authors tested the hypothesis that early physical abuse is associated with later externalizing behavior outcomes and that this relation is mediated by the intervening development of biased social information-processing patterns. They assessed 584 randomly selected boys and girls from European American and African American backgrounds for the lifetime experience of physical abuse through clinical interviews with mothers prior to the child's matriculation in kindergarten. Early abuse increased the risk of teacher-rated externalizing outcomes in Grades 3 and 4 by fourfold, and this effect could not be accounted for by confounded ecological or child factors. Abuse was associated with later processing patterns (encoding errors, hostile attributional biases, accessing of aggressive responses, and positive evaluations of aggression), which, in turn, predicted later externalizing outcomes.}, Doi = {10.1037//0021-843x.104.4.632}, Key = {fds272241} } @misc{fds39740, Author = {Dodge, K.A. and Asher, S.R. and Parkhurst, J.}, Title = {Social life as a goal coordination task}, Pages = {107-135}, Booktitle = {Motivation in education}, Publisher = {Hillsdale, N. J.: Lawrence Erlbaum}, Editor = {C. Ames and R. Ames}, Year = {1989}, Key = {fds39740} } @article{fds272203, Author = {Richard, BA and Dodge, KA}, Title = {Social maladjustment and problem solving in school-aged children.}, Journal = {Journal of consulting and clinical psychology}, Volume = {50}, Number = {2}, Pages = {226-233}, Year = {1982}, Month = {April}, ISSN = {0022-006X}, url = {http://dx.doi.org/10.1037//0022-006x.50.2.226}, Abstract = {Examined the relationship between social adjustment and the cognitive skills of solving interpersonal problems. 68 popular, aggressive, or isolated boys at 2 grade levels (2nd-3rd and 4th-5th) were presented with 6 hypothetical problem situations and asked to generate alternative solutions to the problems. Ss were subsequently asked to evaluate the effectiveness of solutions presented to them by the experimenter. It was found that the popular Ss generated more solutions than either the aggressive or isolated groups, which did not differ. The initial solutions of all groups were rated as "effective," in most cases, by independent coders. Subsequent solutions, however, varied as a function of S status. Popular Ss continued to generate effective solutions, whereas deviant Ss generated aggressive and ineffective solutions. No differences among S groups were found in the evaluations of the effectiveness of given solutions. Data support the notion that deviant boys are deficient in the cognitive problem-solving skills of generating alternative solutions but are not deficient in the evaluation of presented solutions. (22 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1982 American Psychological Association.}, Doi = {10.1037//0022-006x.50.2.226}, Key = {fds272203} } @article{fds38990, Author = {Bierman, K. and the Conduct Problems Prevention Research Group (K.A. Dodge and member)}, Title = {Social skills training in the FAST Track Program}, Pages = {65-89}, Booktitle = {Preventing childhood disorders, substance use, and delinquency}, Publisher = {Thousand Oaks, CA: Sage}, Editor = {R. Dev. Peters and R.J. McMahon}, Year = {1996}, Key = {fds38990} } @article{fds272216, Author = {Schwartz, D and Dodge, KA and Coie, JD and Hubbard, JA and Cillessen, AH and Lemerise, EA and Bateman, H}, Title = {Social-cognitive and behavioral correlates of aggression and victimization in boys' play groups.}, Journal = {Journal of abnormal child psychology}, Volume = {26}, Number = {6}, Pages = {431-440}, Year = {1998}, Month = {December}, ISSN = {0091-0627}, url = {http://www.ncbi.nlm.nih.gov/pubmed/9915650}, Abstract = {A contrived play group procedure was utilized to examine the behavioral and social-cognitive correlates of reactive aggression, proactive aggression, and victimization via peers. Eleven play groups, each of which consisted of six familiar African-American 8-year-old boys, met for 45-min sessions on five consecutive days. Social-cognitive interviews were conducted following the second and fourth sessions. Play group interactions were videotaped and examined by trained observers. High rates of proactive aggression were associated with positive outcome expectancies for aggression/assertion, frequent displays of assertive social behavior, and low rates of submissive behavior. Reactive aggression was associated with hostile attributional tendencies and frequent victimization by peers. Victimization was associated with submissive behavior, hostile attributional bias, reactive aggression, and negative outcome expectations for aggression/assertion. These results demonstrate that there is a theoretically coherent and empirically distinct set of correlates associated with each of the examined aggression subtypes, and with victimization by peers.}, Doi = {10.1023/a:1022695601088}, Key = {fds272216} } @article{fds272259, Author = {Dodge, KA}, Title = {Social-cognitive mechanisms in the development of conduct disorder and depression.}, Journal = {Annual review of psychology}, Volume = {44}, Number = {1}, Pages = {559-584}, Year = {1993}, Month = {January}, url = {http://dx.doi.org/10.1146/annurev.ps.44.020193.003015}, Doi = {10.1146/annurev.ps.44.020193.003015}, Key = {fds272259} } @article{fds272246, Author = {Lochman, JE and Dodge, KA}, Title = {Social-cognitive processes of severely violent, moderately aggressive, and nonaggressive boys.}, Journal = {Journal of consulting and clinical psychology}, Volume = {62}, Number = {2}, Pages = {366-374}, Year = {1994}, Month = {April}, ISSN = {0022-006X}, url = {http://www.ncbi.nlm.nih.gov/pubmed/8201075}, Abstract = {This study examined social-cognitive processes of aggressive and nonaggressive boys at preadolescent and early adolescent age levels. The social-cognitive variables included processing of cues, attributions, social problem solving, affect labeling, outcome expectations, and perceived competence and self-worth. Results indicated that a wide range of social-cognitive processes is distorted and deficient for violent and moderately aggressive children, and that different types of social cognition contribute unique variance in discriminating among groups. Severely violent boys at both age levels had difficulties with cue recall, attributions, social problem solving, general self-worth, and a pattern of endorsing unusually positive affects that they may experience in different settings. Moderately aggressive boys shared some of the social-cognitive difficulties demonstrated by severely violent boys, but they also displayed indications that their aggression may be more planfully aimed to achieve expected outcomes. When the moderately aggressive and the violent boys differed from the nonaggressive boys on attributional biases and low perceived self-worth, a continuum existed with violent boys displaying more extreme social-cognitive dysfunctions than the moderately aggressive boys. These findings carry implications for cognitive-behavioral intervention with severely violent and moderately aggressive youths.}, Doi = {10.1037//0022-006x.62.2.366}, Key = {fds272246} } @article{fds272098, Author = {Dodge, KA and Coie, JD}, Title = {Social-information-processing factors in reactive and proactive aggression in children's peer groups.}, Journal = {Journal of personality and social psychology}, Volume = {53}, Number = {6}, Pages = {1146-1158}, Year = {1987}, Month = {December}, ISSN = {0022-3514}, url = {http://www.ncbi.nlm.nih.gov/pubmed/3694454}, Abstract = {We examined social-information-processing mechanisms (e.g., hostile attributional biases and intention-cue detection deficits) in chronic reactive and proactive aggressive behavior in children's peer groups. In Study 1, a teacher-rating instrument was developed to assess these behaviors in elementary school children (N = 259). Reactive and proactive scales were found to be internally consistent, and factor analyses partially supported convergent and discriminant validities. In Study 2, behavioral correlates of these forms of aggression were examined through assessments by peers (N = 339). Both types of aggression related to social rejection, but only proactively aggressive boys were also viewed as leaders and as having a sense of humor. In Study 3, we hypothesized that reactive aggression (but not proactive aggression) would occur as a function of hostile attributional biases and intention-cue detection deficits. Four groups of socially rejected boys (reactive aggressive, proactive aggressive, reactive-proactive aggressive, and nonaggressive) and a group of average boys were presented with a series of hypothetical videorecorded vignettes depicting provocations by peers and were asked to interpret the intentions of the provocateur (N = 117). Only the two reactive-aggressive groups displayed biases and deficits in interpretations. In Study 4, attributional biases and deficits were found to be positively correlated with the rate of reactive aggression (but not proactive aggression) displayed in free play with peers (N = 127). These studies supported the hypothesis that attributional biases and deficits are related to reactive aggression but not to proactive aggression.}, Doi = {10.1037//0022-3514.53.6.1146}, Key = {fds272098} } @article{fds271956, Author = {Dodge, KA and Godwin, J and Conduct Problems Prevention Research Group}, Title = {Social-information-processing patterns mediate the impact of preventive intervention on adolescent antisocial behavior.}, Journal = {Psychological science}, Volume = {24}, Number = {4}, Pages = {456-465}, Year = {2013}, Month = {April}, ISSN = {0956-7976}, url = {http://www.ncbi.nlm.nih.gov/pubmed/23406610}, Abstract = {In the study reported here, we tested the hypothesis that the Fast Track preventive intervention's positive impact on antisocial behavior in adolescence is mediated by its impact on social-cognitive processes during elementary school. Fast Track is the largest and longest federally funded preventive intervention trial for children showing aggressive behavior at an early age. Participants were 891 high-risk kindergarten children (69% male, 31% female; 49% ethnic minority, 51% ethnic majority) who were randomly assigned to an intervention or a control group by school cluster. Multiyear intervention addressed social-cognitive processes through social-skill training groups, parent groups, classroom curricula, peer coaching, and tutoring. Assigning children to the intervention decreased their mean antisocial-behavior score after Grade 9 by 0.16 standardized units (p < .01). Structural equation models indicated that 27% of the intervention's impact on antisocial behavior was mediated by its impact on three social-cognitive processes: reducing hostile-attribution biases, increasing competent response generation to social problems, and devaluing aggression. These findings support a model of antisocial behavioral development mediated by social-cognitive processes, and they guide prevention planners to focus on these processes.}, Doi = {10.1177/0956797612457394}, Key = {fds271956} } @article{fds272249, Author = {Dodge, KA and Pettit, GS and Bates, JE}, Title = {Socialization mediators of the relation between socioeconomic status and child conduct problems}, Journal = {Child Development}, Volume = {65}, Number = {2 Spec No}, Pages = {1385-1398}, Year = {1994}, url = {http://www.ncbi.nlm.nih.gov/pubmed/8013245}, Abstract = {The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n = 51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences.}, Doi = {10.2307/1131407}, Key = {fds272249} } @article{fds304163, Author = {Dodge, KA and Pettit, GS and Bates, JE}, Title = {Socialization mediators of the relation between socioeconomic status and child conduct problems.}, Journal = {Child development}, Volume = {65}, Number = {2 Spec No}, Pages = {649-665}, Year = {1994}, url = {http://dx.doi.org/10.2307/1131407}, Abstract = {The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children (n = 51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences.}, Doi = {10.2307/1131407}, Key = {fds304163} } @article{fds272256, Author = {Weiss, B and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Some consequences of early harsh discipline: child aggression and a maladaptive social information processing style.}, Journal = {Child development}, Volume = {63}, Number = {6}, Pages = {1321-1335}, Year = {1992}, Month = {December}, url = {http://www.ncbi.nlm.nih.gov/pubmed/1446555}, Abstract = {Although a number of studies have reported a relation between abusive parental behavior and later aggressive behavior in the victim, many of these investigations have had methodological limitations that make precise interpretation of their results problematic. In the present study, we attempted to determine whether harsh parental discipline occurring early in life was associated with later aggression and internalizing behavior in children, using a prospective design with randomly selected samples to avoid some of these methodological difficulties. Structural equation modeling indicated a consistent relation between harsh discipline and aggression in 2 separate cohorts of children. This relation did not appear to be due to possible confounding factors such as child temperament, SES, and marital violence, although there was some indication in our data that the latter variables were related to child aggression. In addition, our analyses suggested that the effect of harsh discipline on child aggression may be mediated at least in part by maladaptive social information processing patterns that develop in response to the harsh discipline.}, Doi = {10.1111/j.1467-8624.1992.tb01697.x}, Key = {fds272256} } @article{fds272244, Author = {Strassberg, Z and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Spanking in the home and children's subsequent aggression toward kindergarten peers}, Journal = {Development and Psychopathology}, Volume = {6}, Number = {3}, Pages = {445-462}, Year = {1994}, url = {http://dx.doi.org/10.1017/S0954579400006040}, Abstract = {Although spanking of children is almost universal in U.S. society, its effects are not well understood. We examined the longitudinal relation between parental spanking and other physical punishment of preschool children and children's aggressive behavior toward peers later in kindergarten. A total of 273 boys and girls from diverse backgrounds served as subjects. The findings were consistent with a socialization model in which higher levels of severity in parental punishment practices are associated with higher levels of children's subsequent aggression toward peers. Findings indicated that children who had been spanked evidenced levels of aggression that were higher than those who had not been spanked, and children who had been the objects of violent discipline became the most aggressive of all groups. Patterns were qualified by the sexes of the parent and child and subtypes of child aggression (reactive, bullying, and instrumental). The findings suggest that in spite of parents' goals, spanking fails to promote prosocial development and, instead, is associated with higher rates of aggression toward peers. © 1994, Cambridge University Press. All rights reserved.}, Doi = {10.1017/S0954579400006040}, Key = {fds272244} } @article{fds272228, Author = {Deater Deckard and K and Dodge, KA}, Title = {Spare the rod, spoil the authors: Emerging themes in research on parenting and child development}, Journal = {Psychological Inquiry}, Volume = {8}, Pages = {230-235}, Year = {1997}, url = {http://dx.doi.org/10.1207/s15327965pli0803_13}, Doi = {10.1207/s15327965pli0803_13}, Key = {fds272228} } @article{fds272232, Author = {Pettit, GS and Clawson, MA and Dodge, KA and Bates, JE}, Title = {Stability and change in peer-rejected status: The role of child behavior, parenting, and family ecology}, Journal = {Merrill-Palmer Quarterly}, Volume = {42}, Number = {2}, Pages = {267-294}, Year = {1996}, Month = {April}, url = {http://www.jstor.org/stable/23087880}, Abstract = {Antecedents and correlates of peer rejection in kindergarten and first grade were examined. Interviews with 585 mothers provided data on parenting and family ecology. Child behavior was indexed by peer and teacher ratings. Children were classified as sociometrically accepted in both grades, rejected in only one grade, or rejected in both grades. Compared to accepted children, rejected children were more likely to come from lower SES families in which restrictive discipline occurred at a high rate, and were more aggressive and less socially and academically skilled. Children rejected in both grades were more aggressive than children rejected in one grade. Decreases in aggression and increases in academic performance were shown by children whose status improved across grades, with the opposite pattern shown by children whose status worsened. Findings are discussed in terms of the etiology and maintenance of peer rejection in the early school years.}, Key = {fds272232} } @article{fds332672, Author = {Crowley, DM and Dodge, KA and Barnett, WS and Corso, P and Duffy, S and Graham, P and Greenberg, M and Haskins, R and Hill, L and Jones, DE and Karoly, LA and Kuklinski, MR and Plotnick, R}, Title = {Standards of Evidence for Conducting and Reporting Economic Evaluations in Prevention Science.}, Journal = {Prevention science : the official journal of the Society for Prevention Research}, Volume = {19}, Number = {3}, Pages = {366-390}, Year = {2018}, Month = {April}, url = {http://dx.doi.org/10.1007/s11121-017-0858-1}, Abstract = {Over a decade ago, the Society for Prevention Research endorsed the first standards of evidence for research in preventive interventions. The growing recognition of the need to use limited resources to make sound investments in prevention led the Board of Directors to charge a new task force to set standards for research in analysis of the economic impact of preventive interventions. This article reports the findings of this group's deliberations, proposes standards for economic analyses, and identifies opportunities for future prevention science. Through examples, policymakers' need and use of economic analysis are described. Standards are proposed for framing economic analysis, estimating costs of prevention programs, estimating benefits of prevention programs, implementing summary metrics, handling uncertainty in estimates, and reporting findings. Topics for research in economic analysis are identified. The SPR Board of Directors endorses the "Standards of Evidence for Conducting and Reporting Economic Evaluations in Prevention Science."}, Doi = {10.1007/s11121-017-0858-1}, Key = {fds332672} } @book{fds39757, Author = {Koss, M. and Dodge, K.A.}, Title = {Students' study guide}, Booktitle = {To accompany: Abnormal psychology and normal life}, Publisher = {Chicago: Scott, Foresman & Company}, Editor = {J. Coleman and J.M. Butcher and R.C. Carson}, Year = {1979}, Key = {fds39757} } @article{fds38964, Author = {Dodge, K.A.}, Title = {Studying mechanisms in the cycle of violence}, Pages = {19-36}, Booktitle = {The Science and Psychiatry of Violence}, Publisher = {London: Butterworth-Heinemann}, Editor = {C. Thompson}, Year = {1993}, Key = {fds38964} } @article{fds272226, Author = {Harrist, AW and Zaia, AF and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Subtypes of social withdrawal in early childhood: Sociometric status and social-cognitive differences across four years}, Journal = {Child Development}, Volume = {68}, Number = {2}, Pages = {332-348}, Year = {1997}, url = {http://dx.doi.org/10.1111/1467-8624.ep9706130499}, Abstract = {From a sample of 567 kindergartners observed during free play, 150 children were classified as socially withdrawn and followed over 4 years. A cluster analysis involving teacher ratings was used to identify subtypes of withdrawn children. Four clusters were identified, 3 fitting profiles found in the literature and labeled unsociable (n = 96), passive-anxious (n = 23), and active-isolate (n = 19), and 1 typically not discussed, labeled sad/depressed (n = 12). Sociometric ratings indicated that unsociable children had elevated rates of sociometric neglect, active-isolates had higher than expected levels of rejection, and sad/depressed children had elevated rates of both neglect and rejection. Subtypes also differed in social information-processing patterns, with active-isolate children displaying the least competent skills. The findings that some subtypes experience more difficulty than others might account for the ambiguity in extant studies regarding whether or not social withdrawal is a risk factor in psychosocial development, because withdrawal has most often been treated as a unitary construct in the past.}, Doi = {10.1111/1467-8624.ep9706130499}, Key = {fds272226} } @article{fds304166, Author = {Harrist, AW and Zaia, AF and Bates, JE and Dodge, KA and Pettit, GS}, Title = {Subtypes of social withdrawal in early childhood: sociometric status and social-cognitive differences across four years.}, Journal = {Child development}, Volume = {68}, Number = {2}, Pages = {278-294}, Year = {1997}, Month = {April}, url = {http://dx.doi.org/10.1111/j.1467-8624.1997.tb01940.x}, Abstract = {From a sample of 567 kindergartners observed during free play, 150 children were classified as socially withdrawn and followed over 4 years. A cluster analysis involving teacher ratings was used to identify subtypes of withdrawn children. Four clusters were identified, 3 fitting profiles found in the literature and labeled unsociable (n = 96), passive-anxious (n = 23), and active-isolate (n = 19), and 1 typically not discussed, labeled sad/depressed (n = 12). Sociometric ratings indicated that unsociable children had elevated rates of sociometric neglect, active-isolates had higher than expected levels of rejection, and sad/depressed children had elevated rates of both neglect and rejection. Subtypes also differed in social information-processing patterns, with active-isolate children displaying the least component skills. The findings that some experience more difficulty than others might account for the ambiguity in extant studies regarding whether or not social withdrawal is a risk factor in psychosocial development, because withdrawal has most often been treated as a unitary construct in the past.}, Doi = {10.1111/j.1467-8624.1997.tb01940.x}, Key = {fds304166} } @article{fds272250, Author = {Dodge, CFTS-BPOSCK and member}, Title = {Support for school-based social competence promotion}, Journal = {American Psychologist}, Volume = {45}, Pages = {986-988}, Year = {1990}, Key = {fds272250} } @article{fds304167, Author = {Pettit, GS and Bates, JE and Dodge, KA}, Title = {Supportive Parenting, Ecological Context, and Children's Adjustment: A Seven-Year Longitudinal Study}, Journal = {Child Development}, Volume = {68}, Number = {5}, Pages = {908-923}, Publisher = {WILEY}, Year = {1997}, Month = {January}, url = {http://dx.doi.org/10.1111/j.1467-8624.1997.tb01970.x}, Abstract = {Two major questions regarding the possible impact of early supportive parenting (SP) on children's school adjustment were addressed: (1) Does SP assessed prekindergarten predict grade 6 adjustment after controlling for early harsh parenting (HP)? (2) Does SP moderate (buffer) the impact of early family adversity on grade 6 adjustment? Parenting and family adversity data were drawn from home-visit interviews with 585 mothers conducted prekindergarten. Four SP measures were derived: mother-to-child warmth, proactive teaching, inductive discipline, and positive involvement. HP was indexed as the use of harsh, physical discipline. Family adversity indicators were socioeconomic disadvantage, family stress, and single parenthood. Children's adjustment (behavior problems, social skills, and academic performance) in kindergarten and grade 6 was assessed via teacher ratings and school records. SP predicted adjustment in grade 6, even after controlling for kindergarten adjustment and HP. High levels of SP mitigated the effects of family adversity on later behavior problems. These findings implicate both direct (main effect) and indirect (moderator of adversity) processes in the linkage between positive and supportive aspects of parenting and children's school adjustment.}, Doi = {10.1111/j.1467-8624.1997.tb01970.x}, Key = {fds304167} } @article{fds272225, Author = {Pettit, GS and Bates, JE and Dodge, KA}, Title = {Supportive parenting, ecological context, and children’s adjustment}, Journal = {Child Development}, Volume = {68}, Number = {5}, Pages = {908-923}, Year = {1997}, url = {http://dx.doi.org/10.1111/j.1467-8624.1997.tb01970.x}, Abstract = {Two major questions regarding the possible impact of early supportive parenting (SP) on children's school adjustment were addressed: (1) Does SP assessed prekindergarten predict grade 6 adjustment after controlling for early harsh parenting (HP)? (2) Does SP moderate (buffer) the impact of early family adversity on grade 6 adjustment? Parenting and family adversity data were drawn from home-visit interviews with 585 mothers conducted prekindergarten. Four SP measures were derived: mother-to-child warmth, proactive teaching, inductive discipline, and positive involvement. HP was indexed as the use of harsh, physical discipline. Family adversity indicators were socioeconomic disadvantage, family stress, and single parenthood. Children's adjustment (behavior problems, social skills, and academic performance) in kindergarten and grade 6 was assessed via teacher ratings and school records. SP predicted adjustment in grade 6, even after controlling for kindergarten adjustment and HP. High levels of SP mitigated the effects of family adversity on later behavior problems. These findings implicate both direct (main effect) and indirect (moderator of adversity) processes in the linkage between positive and supportive aspects of parenting and children's school adjustment.}, Doi = {10.1111/j.1467-8624.1997.tb01970.x}, Key = {fds272225} } @article{fds271919, Author = {K.A. Dodge}, Title = {Targeting High‐Risk, Socially Influential Middle School Students to Reduce Aggression: Universal Versus Selective Preventive Intervention Effects}, Journal = {Journal of Research on Adolescence}, Volume = {24}, Number = {2}, Pages = {364-382}, Publisher = {Wiley}, Year = {2014}, Month = {June}, ISSN = {1050-8392}, url = {http://dx.doi.org/10.1111/jora.12067}, Abstract = {<jats:p>Early adolescence may be an opportune time for violence prevention, particularly if shifts in risk patterns and the importance of peer influence are considered. An important question is whether to target high‐risk students or the entire population. Thirty‐seven schools were randomized to four conditions: universal classroom intervention; selective family intervention; combined interventions; or control to test effects on a high‐risk sample (<jats:italic>N </jats:italic>=<jats:italic> </jats:italic>1,805) of sixth graders targeted due to elevated aggression and social influence. Intent‐to‐treat and dosage‐weighted growth comparisons through two years of postintervention revealed selective intervention benefits for physical aggression, aggressive strategies, and targeted family characteristics. Universal and combined interventions affected valuing academic achievement. Implications for middle school prevention, particularly selective targeting of socially influential high‐risk youth, are discussed.</jats:p>}, Doi = {10.1111/jora.12067}, Key = {fds271919} } @article{fds271940, Author = {Schermerhorn, AC and Bates, JE and Goodnight, JA and Lansford, JE and Dodge, KA and Pettit, GS}, Title = {Temperament moderates associations between exposure to stress and children’s externalizing problems}, Journal = {Child Development}, Volume = {84}, Number = {5}, Pages = {1579-1593}, Year = {2012}, url = {http://dx.doi.org/10.1111/cdev.12076}, Abstract = {The interaction between a temperament profile (four groups determined by high vs. low resistance to control [unmanageability] and unadaptability [novelty distress]) and family stress in predicting externalizing problems at school in children followed from kindergarten through eighth grade (ages 5-13) was investigated. The sample consisted of 556 families (290 boys). At Time 1 just prior to kindergarten, mothers retrospectively reported on their child's temperament during infancy. Each year, mothers reported stress and teachers reported children's externalizing problems. Temperament profile was tested as a moderator of the stress-externalizing association for various time periods. Results indicated that the combination of high resistance to control and high unadaptability strengthens the stress-externalizing association. Findings are discussed in terms of possible underlying mechanisms.}, Doi = {10.1111/cdev.12076}, Key = {fds271940} } @article{fds272100, Author = {Goodnight, JA and Bates, JE and Staples, AD and Pettit, GS and Dodge, KA}, Title = {Temperamental resistance to control increases the association between sleep problems and externalizing behavior development.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {21}, Number = {1}, Pages = {39-48}, Year = {2007}, Month = {March}, ISSN = {0893-3200}, url = {http://dx.doi.org/10.1037/0893-3200.21.1.39}, Abstract = {This study examined the moderating effects of temperamental resistance to control on the link between development of sleep problems and development of externalizing behaviors over a 5-year period. Resistance to control was assessed with mothers' retrospective reports of temperament in infancy, provided when children were 5 years of age. Sleep problems were assessed with mother reports on an annual basis from age 5 to age 9. Externalizing behaviors were assessed with teacher reports on an annual basis from age 5 to age 9. A cross-domain latent growth curve model indicated that sleep problem trajectories were positively associated with externalizing behavior trajectories only for children high in resistance to control. In addition, resistance to control was positively associated with initial (age 5) sleep problems and initial (age 5) externalizing behaviors. The authors speculate that the development of sleep problems promotes the development of behavior problems for resistant children, whose self-regulatory abilities are especially tenuous. Implications for prevention and treatment of conduct problems are considered.}, Doi = {10.1037/0893-3200.21.1.39}, Key = {fds272100} } @article{fds355528, Author = {Saint-Eloi Cadely and H and Pittman, JF and Pettit, GS and Lansford, JE and Bates, JE and Dodge, KA and Holtzworth-Munroe, A}, Title = {Temporal Associations Between Psychological and Physical Intimate Partner Violence: A Cross-Lag Analysis}, Journal = {Partner Abuse}, Volume = {11}, Number = {1}, Pages = {22-38}, Year = {2020}, Month = {January}, url = {http://dx.doi.org/10.1891/1946-6560.11.1.22}, Abstract = {The present study examined the relationship between psychological and physical forms of intimate partner violence (IPV) across four waves of data during the developmental period of young adulthood. The links from early psychological aggression to later physical aggression and from early physical aggression to later psychological aggression across waves were tested while controlling for their cross-time stabilities and concurrent associations. IPV data were collected annually from 434 young adult respondents involved in a romantic relationship at least once during the respective years from the ages of 22–25. On average, participants provided IPV data for 3 out of the 4 years covered by the study (M = 2.82; standard deviation [SD] = 1.14). Results of a cross-lagged structural equation model (SEM) model indicated significant cross-time stabilities as well as significant, positive concurrent associations for both forms of aggression. Most important to this study were the findings that, controlling for these stabilities and concurrent associations, early psychological aggression was a consistent positive predictor of later physical aggression across waves whereas the opposite direction from early physical aggression to later psychological aggression was either non-significant or significant and negative.}, Doi = {10.1891/1946-6560.11.1.22}, Key = {fds355528} } @article{fds272073, Author = {Dodge, KA and Greenberg, MT and Malone, PS and Conduct Problems Prevention Research Group}, Title = {Testing an idealized dynamic cascade model of the development of serious violence in adolescence.}, Journal = {Child development}, Volume = {79}, Number = {6}, Pages = {1907-1927}, Year = {2008}, Month = {November}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19037957}, Abstract = {A dynamic cascade model of development of serious adolescent violence was proposed and tested through prospective inquiry with 754 children (50% male; 43% African American) from 27 schools at 4 geographic sites followed annually from kindergarten through Grade 11 (ages 5-18). Self, parent, teacher, peer, observer, and administrative reports provided data. Partial least squares analyses revealed a cascade of prediction and mediation: An early social context of disadvantage predicts harsh-inconsistent parenting, which predicts social and cognitive deficits, which predicts conduct problem behavior, which predicts elementary school social and academic failure, which predicts parental withdrawal from supervision and monitoring, which predicts deviant peer associations, which ultimately predicts adolescent violence. Findings suggest targets for in-depth inquiry and preventive intervention.}, Doi = {10.1111/j.1467-8624.2008.01233.x}, Key = {fds272073} } @article{fds272087, Author = {Fontaine, RG and Yang, C and Dodge, KA and Bates, JE and Pettit, GS}, Title = {Testing an individual systems model of response evaluation and decision (RED) and antisocial behavior across adolescence.}, Journal = {Child development}, Volume = {79}, Number = {2}, Pages = {462-475}, Year = {2008}, Month = {March}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/18366434}, Abstract = {This study examined the bidirectional development of aggressive response evaluation and decision (RED) and antisocial behavior across five time points in adolescence. Participants (n = 522) were asked to imagine themselves behaving aggressively while viewing videotaped ambiguous provocations and answered a set of RED questions following each aggressive retaliation (administered at Grades 8 and 11 [13 and 16 years, respectively]). Self- and mother reports of antisocial behavior were collected at Grades 7, 9/10, and 12 (12, 14/15, and 17 years, respectively). Using structural equation modeling, the study found a partial mediating effect at each hypothesized mediational path despite high stability of antisocial behavior across adolescence. Findings are consistent with an individual systems perspective by which adolescents' antisocial conduct influences how they evaluate aggressive interpersonal behaviors, which affects their future antisocial conduct.}, Doi = {10.1111/j.1467-8624.2007.01136.x}, Key = {fds272087} } @article{fds271923, Author = {Carré, JM and Iselin, A-MR and Welker, KM and Hariri, AR and Dodge, KA}, Title = {Testosterone reactivity to provocation mediates the effect of early intervention on aggressive behavior.}, Journal = {Psychological science}, Volume = {25}, Number = {5}, Pages = {1140-1146}, Year = {2014}, Month = {May}, ISSN = {0956-7976}, url = {http://dx.doi.org/10.1177/0956797614525642}, Abstract = {We tested the hypotheses that the Fast Track intervention program for high-risk children would reduce adult aggressive behavior and that this effect would be mediated by decreased testosterone responses to social provocation. Participants were a subsample of males from the full trial sample, who during kindergarten had been randomly assigned to the 10-year Fast Track intervention or to a control group. The Fast Track program attempted to develop children's social competencies through child social-cognitive and emotional-coping skills training, peer-relations coaching, academic tutoring, and classroom management, as well as training for parents to manage their child's behavior. At a mean age of 26 years, participants responded to laboratory provocations. Results indicated that, relative to control participants, men assigned to the intervention demonstrated reduced aggression and testosterone reactivity to social provocations. Moreover, reduced testosterone reactivity mediated the effect of intervention on aggressive behavior, which provides evidence for an enduring biological mechanism underlying the effect of early psychosocial intervention on aggressive behavior in adulthood.}, Doi = {10.1177/0956797614525642}, Key = {fds271923} } @article{fds375378, Author = {Cook, PJ and Dodge, K and Farkas, G and Fryer, RG and Guryan, J and Ludwig, J and Mayer, SE and Pollack, HA and Steinberg, L}, Title = {The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago}, Year = {2014}, Month = {January}, Key = {fds375378} } @article{fds324191, Author = {Calvert, SL and Appelbaum, M and Dodge, KA and Graham, S and Nagayama Hall, GC and Hamby, S and Fasig-Caldwell, LG and Citkowicz, M and Galloway, DP and Hedges, LV}, Title = {The American Psychological Association Task Force assessment of violent video games: Science in the service of public interest.}, Journal = {The American psychologist}, Volume = {72}, Number = {2}, Pages = {126-143}, Year = {2017}, Month = {February}, url = {http://dx.doi.org/10.1037/a0040413}, Abstract = {A task force of experts was convened by the American Psychological Association (APA) to update the knowledge and policy about the impact of violent video game use on potential adverse outcomes. This APA Task Force on Media Violence examined the existing literature, including the meta-analyses in the field, since the last APA report on media violence in 2005. Because the most recent meta-analyses were published in 2010 and reflected work through 2009, the task force conducted a search of the published studies from 2009-2013. These recently published articles were scored and assessed by a systematic evidentiary review, followed by a meta-analysis of the high utility studies, as documented in the evidentiary review. Consistent with the literature that we reviewed, we found that violent video game exposure was associated with: an increased composite aggression score; increased aggressive behavior; increased aggressive cognitions; increased aggressive affect, increased desensitization, and decreased empathy; and increased physiological arousal. The size of the effects was similar to that in prior meta-analyses, suggesting a stable result. Our task force concluded that violent video game use is a risk factor for adverse outcomes, but found insufficient studies to examine any potential link between violent video game use and delinquency or criminal behavior. Our technical report is the basis of this article. (PsycINFO Database Record}, Doi = {10.1037/a0040413}, Key = {fds324191} } @article{fds272002, Author = {Dodge, KA and Murphy, RR and Buchsbaum, K}, Title = {The assessment of intention-cue detection skills in children: implications for developmental psychopathology.}, Journal = {Child development}, Volume = {55}, Series = {Special issue on developmental psychopathology}, Number = {1}, Pages = {163-173}, Year = {1984}, Month = {February}, url = {http://dx.doi.org/10.1111/j.1467-8624.1984.tb00281.x}, Abstract = {A reliable measure of children's skills in discriminating intention cues in others was developed for this investigation in order to test the hypothesis that intention-cue detection skill is related to social competence in children. Videotapes were prepared in which one child provoked another child. The intention of the first child varied across videotapes. The subject's task was to discriminate among types of intentions. Care was taken to ensure that scores on this measure were not confounded by a child's verbal capacity or general discrimination skill. This instrument was administered to 176 children in kindergarten, second grade, and fourth grade, who were identified by sociometric measures as having a peer status as popular, average, socially rejected, or socially neglected. Scores on this measure were found to increase as a function of increasing age, and normal children (popular and average) were found to score more highly than deviant children (neglected and rejected). The errors by deviant children tended to consist of erroneous labels of prosocial intentions as hostile. Also, children's statements about their probable behavioral responses to provocations by peers were found to vary as a function of subjects' perceptions of the intention of the peer causing the provocation, not as a function of the actual intention portrayed by the peer. Sociometric status differences in these responses were also found. These findings were consistent with a hypothesis of a developmental lag among socially deviant children in the acquisition of intention-cue detection skills.}, Doi = {10.1111/j.1467-8624.1984.tb00281.x}, Key = {fds272002} } @misc{fds39752, Author = {Dodge, K.A. and Murphy, R.R.}, Title = {The assessment of social competence in adolescence}, Pages = {61-96}, Booktitle = {Adolescent behavior disorders: Current perspectives. Advances in child behavioral analysis and therapy, 4}, Publisher = {Lexington, MA: D.C. Heath and Company}, Editor = {P. Karoly and J.J. Steffen}, Year = {1984}, Key = {fds39752} } @article{fds272026, Author = {Deater Deckard and K and Lansford, JE and Malone, PS and Alampay, LP and Sorbring, E and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Tirado, LMU and Zelli, A and Al Hassan, SM}, Title = {The association between parental warmth and control in thirteen cultural groups}, Journal = {Journal of Family Psychology}, Volume = {25}, Number = {5}, Pages = {791-794}, Year = {2011}, ISSN = {0893-3200}, url = {http://dx.doi.org/10.1037/a0025120}, Abstract = {The goal of the current study was to investigate potential cross-cultural differences in the covariation between two of the major dimensions of parenting behavior: control and warmth. Participants included 1,421 (51% female) 7- to 10-year-old (M = 8.29, SD = .67 years) children and their mothers and fathers representing 13 cultural groups in nine countries in Africa, Asia, Europe, the Middle East, and North and South America. Children and parents completed questionnaires and interviews regarding mother and father control and warmth. Greater warmth was associated with more control, but this association varied widely between cultural groups. © 2011 American Psychological Association.}, Doi = {10.1037/a0025120}, Key = {fds272026} } @article{fds304175, Author = {Deater-Deckard, K and Lansford, JE and Malone, PS and Alampay, LP and Sorbring, E and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Oburu, P and Pastorelli, C and Skinner, AT and Tapanya, S and Tirado, LMU and Zelli, A and Al-Hassan, SM}, Title = {The association between parental warmth and control in thirteen cultural groups.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {25}, Number = {5}, Pages = {790-794}, Year = {2011}, Month = {October}, ISSN = {0893-3200}, url = {http://dx.doi.org/10.1037/a0025120}, Abstract = {The goal of the current study was to investigate potential cross-cultural differences in the covariation between two of the major dimensions of parenting behavior: control and warmth. Participants included 1,421 (51% female) 7- to 10-year-old (M = 8.29, SD = .67 years) children and their mothers and fathers representing 13 cultural groups in nine countries in Africa, Asia, Europe, the Middle East, and North and South America. Children and parents completed questionnaires and interviews regarding mother and father control and warmth. Greater warmth was associated with more control, but this association varied widely between cultural groups.}, Doi = {10.1037/a0025120}, Key = {fds304175} } @article{fds272255, Author = {Barefoot, JC and Dodge, KA and Peterson, BL and Dahlstrom, WG and Williams, RB}, Title = {The Cook-Medley hostility scale: item content and ability to predict survival.}, Journal = {Psychosom Med}, Volume = {51}, Number = {1}, Pages = {46-57}, Year = {1989}, ISSN = {0033-3174}, url = {http://www.ncbi.nlm.nih.gov/pubmed/2928460}, Abstract = {Previous studies have identified the MMPI-based Cook and Medley hostility scale (Ho) as a predictor of health outcomes. To achieve a better understanding of the construct measured by this scale, Ho items were classified on an a priori basis. Six subsets were identified: Cynicism, Hostile Attributions, Hostile Affect, Aggressive Responding, Social Avoidance, and Other. Study 1 examined the correlations of these subsets with scales of the NEO Personality Inventory in two samples of undergraduates. Good convergent and discriminant validity were demonstrated, but there was some evidence that items in the Social Avoidance and Other categories reflect constructs other than hostility. Study 2 examined the ability of the Ho scale and the item subsets to predict the 1985 survival of 118 lawyers who had completed the MMPI in 1956 and 1957. As in previous studies, those with high scores had poorer survival (chi 2 = 6.37, p = 0.012). Unlike previous studies, the relation between Ho scores and survival was linear. Cynicism, Hostile Affect, and Aggressive Responding subsets were related to survival, whereas the other subsets were not. The sum of the three predictive subsets, with a chi 2 of 9.45 (p = 0.002), was a better predictor than the full Ho scale, suggesting that it may be possible to refine the scale and achieve an even more effective measure of those aspects of hostility that are deleterious to health.}, Doi = {10.1097/00006842-198901000-00005}, Key = {fds272255} } @misc{fds31451, Author = {Dodge, K.A. and McLoyd, V.C. and Lansford, J.E.}, Title = {The cultural context of physically disciplining children}, Pages = {245-263}, Booktitle = {Emerging Issues in African American Family Life: Context, Adaptation, and Policy}, Publisher = {Guilford Press}, Editor = {V.C. McLoyd and N.E. Hill and K.A. Dodge}, Year = {2005}, Key = {fds31451} } @misc{fds13019, Author = {Lemerise, E.A. and Dodge, K.A.}, Title = {The Development of Anger and Hostile Interactions}, Series = {2nd}, Pages = {594-606}, Booktitle = {Handbook of Emotions}, Publisher = {New York: Guilford}, Editor = {M. Lewis and J. M. Haviland-Jones}, Year = {2000}, Key = {fds13019} } @misc{fds39724, Author = {Lemerise, E. and Dodge, K.A.}, Title = {The development of anger and hostile interactions}, Pages = {537-546}, Booktitle = {The handbook of emotion}, Publisher = {New York: Guilford Press}, Editor = {M. Lewis and J. Haviland}, Year = {1993}, Key = {fds39724} } @article{fds272130, Author = {Deater-Deckard, K and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE}, Title = {The development of attitudes about physical punishment: an 8-year longitudinal study.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {17}, Number = {3}, Pages = {351-360}, Year = {2003}, Month = {September}, url = {http://dx.doi.org/10.1037/0893-3200.17.3.351}, Abstract = {We examined young adolescents' endorsement of parental use of corporal punishment to elucidate processes underlying the intergenerational transmission of discipline strategies. The community sample was ethnically and socioeconomically diverse. Mothers completed interviews and questionnaires when the target children were entering kindergarten (n = 566) and in 6th and 8th grades. Adolescents completed questionnaires when they were in 8th grade (n = 425). Adolescents' attitudes about corporal punishment varied widely. Those adolescents who had been spanked by their own mothers were more approving of this discipline method, regardless of the overall frequency, timing, or chronicity of physical discipline they had received. However, there was no correlation among adolescents for whom physical maltreatment in early or middle childhood was suspected.}, Doi = {10.1037/0893-3200.17.3.351}, Key = {fds272130} } @article{fds38862, Title = {The development of emotion regulation}, Journal = {Developmental Psychology}, Volume = {25}, Series = {Special section}, Pages = {339-402}, Editor = {K.A. Dodge}, Year = {1989}, Key = {fds38862} } @book{fds38864, Author = {Garber, J. and Dodge, K.A.}, Title = {The development of emotion regulation and dysregulation}, Publisher = {New York: Cambridge University Press}, Editor = {J. Garber and K.A. Dodge}, Year = {1991}, Key = {fds38864} } @article{fds272080, Author = {Lansford, JE and Erath, S and Yu, T and Pettit, GS and Dodge, KA and Bates, JE}, Title = {The developmental course of illicit substance use from age 12 to 22: links with depressive, anxiety, and behavior disorders at age 18.}, Journal = {Journal of child psychology and psychiatry, and allied disciplines}, Volume = {49}, Number = {8}, Pages = {877-885}, Year = {2008}, Month = {August}, url = {http://www.ncbi.nlm.nih.gov/pubmed/18564069}, Abstract = {<h4>Background</h4>Previous theory and research suggest links between substance use and externalizing behavior problems, but links between substance use and internalizing problems are less clear. The present study sought to understand concurrent links among diagnoses of substance use disorders, internalizing disorders, and behavior disorders at age 18 as well as developmental trajectories of illicit substance use prior to and after this point.<h4>Methods</h4>Using data from 585 participants in the Child Development Project, this study examined comorbidity among substance use, behavior, and internalizing disorders at age 18 and trajectories of growth in illicit substance use from age 12 to age 22.<h4>Results</h4>In this community sample, meeting diagnostic criteria for comorbid internalizing disorders, a behavioral disorder (conduct disorder or oppositional defiant disorder) alone, or both internalizing and behavioral disorders predicted higher concurrent substance use disorders (abuse, dependence, or withdrawal). Meeting diagnostic criteria for an anxiety disorder alone or depression alone did not predict higher concurrent substance use diagnoses. Over time, youths with behavioral disorders at age 18 showed a pattern of increasing substance use across early adolescence and higher levels of substance use than those with no diagnosis at age 18. Substance use declines from late adolescence to early adulthood were observed for all groups.<h4>Conclusions</h4>Substance use disorders were more highly comorbid with behavior disorders than with internalizing disorders at age 18, and behavior disorder and comorbid behavior-internalizing disorders at age 18 were related to trajectories characterized by steep increases in illicit substance use during adolescence and high rates of illicit substance use over time.}, Doi = {10.1111/j.1469-7610.2008.01915.x}, Key = {fds272080} } @article{fds374185, Author = {Remondi, C and Gerbino, M and Zuffianò, A and Pastorelli, C and Thartori, E and Bacchini, D and Di Giunta and L and Lunetti, C and Favini, A and Lansford, JE and Dodge, KA}, Title = {The developmental trends of parental self-efficacy and adolescents' rule-breaking behaviors in the Italian context: A 7-wave latent growth curve study.}, Journal = {PloS one}, Volume = {18}, Number = {11}, Pages = {e0293911}, Year = {2023}, Month = {January}, url = {http://dx.doi.org/10.1371/journal.pone.0293911}, Abstract = {Parental self-efficacy (PSE) captures parents' beliefs in their ability to perform the parenting role successfully and to handle pivotal issues of specific developmental periods. Although previous studies have shown that, across the transition to adolescence, parents show decreasing levels of PSE while adolescents exhibit increasing engagement in rule-breaking (RB) behaviors, there is a paucity of studies investigating whether and how changes in PSE are related to late adolescents' RB behaviors across development. The present study examined the developmental trends of PSE among Italian mothers and fathers over seven waves (representing children's transition from late childhood to late adolescence; approximately from 9 to 18 years old) as well as the longitudinal associations between PSE and RB behaviors during late adolescence. Data were drawn from seven waves of the Parenting Across Cultures (PAC) project, a large-scale longitudinal, cross-cultural study, and included 200 Italian children (MAgeAtTime1 = 9.80, SD = 0.65; 50.5% girls) and their parents (200 mothers; 190 fathers). PSE was measured across all seven time-points (from T1 to T7), while adolescents' RB behaviors were measured at the first and last assessment (T1 and T7). Results of univariate latent growth models showed a cubic trend of mothers' PSE, which revealed a decreasing pattern characterized initially by a slight decline, followed by a rebound before continuously decreasing. By contrast, fathers' PSE followed a linear decrease over time. Finally, our findings evidenced that only the slope of mothers' PSE negatively predicted adolescents' RB behaviors at T7, implying that mothers who maintained higher levels of PSE over time had children who later engaged in lower RB behaviors. The study implications are discussed.}, Doi = {10.1371/journal.pone.0293911}, Key = {fds374185} } @article{fds272046, Author = {Conduct Problems Prevention Research Group}, Title = {The Difficulty of Maintaining Positive Intervention Effects: A Look at Disruptive Behavior, Deviant Peer Relations, and Social Skills During the Middle School Years.}, Journal = {The Journal of early adolescence}, Volume = {30}, Number = {4}, Pages = {593-624}, Publisher = {SAGE Publications}, Year = {2010}, Month = {August}, ISSN = {0272-4316}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000280098000005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This paper examines the effects of the Fast Track preventive intervention on youths' functioning in three domains: disruptive behavior problems, involvement with deviant peers, and social skills during the middle school years. Eight hundred ninety-one children had been randomly assigned by sets of schools within four sites to intervention (<i>n</i> = 445) or to control (<i>n</i> = 446) conditions. In contrast to prior findings of the effectiveness of the Fast Track intervention during the elementary school years, the current findings indicate that Fast Track had little overall impact on children's functioning in these domains during this age period. There were positive intervention effects on only 2 of 17 outcomes examined. Although the intervention had positive impact on children's hyperactive and self-reported delinquent behaviors in seventh grade, there were no intervention effects on other externalizing behavior problems or on social skills, and there was a negative intervention effect on children's involvement with deviant peers during this age period.}, Doi = {10.1177/0272431609340513}, Key = {fds272046} } @article{fds272166, Author = {Zelli, A and Dodge, KA and Lochman, JE and Laird, RD}, Title = {The distinction between beliefs legitimizing aggression and deviant processing of social cues: testing measurement validity and the hypothesis that biased processing mediates the effects of beliefs on aggression. Conduct Problems Prevention Research Group.}, Journal = {Journal of personality and social psychology}, Volume = {77}, Number = {1}, Pages = {150-166}, Year = {1999}, Month = {July}, ISSN = {0022-3514}, url = {http://www.ncbi.nlm.nih.gov/pubmed/10434411}, Abstract = {In 2 studies the authors examined knowledge and social information-processing mechanisms as 2 distinct sources of influence on child aggression. Data were collected from 387 boys and girls of diverse ethnicity in 3 successive years. In Study 1, confirmatory factor analyses demonstrated the discriminant validity of the knowledge construct of aggression beliefs and the processing constructs of hostile intent attributions, accessing of aggressive responses, and positive evaluation of aggressive outcomes. In Study 2, structural equation modeling analyses were used to test the mediation hypothesis that aggression beliefs would influence child aggression through the effects of deviant processing. A stronger belief that aggressive retaliation is acceptable predicted more deviant processing 1 year later and more aggression 2 years later. However, this latter effect was substantially accounted for by the intervening effects of deviant processing on aggression.}, Doi = {10.1037//0022-3514.77.1.150}, Key = {fds272166} } @article{fds39754, Author = {Dodge, K.A. and Putallaz, M. and Malone, D.}, Title = {The Duke Education Leadership Summit}, Journal = {Phi Delta Kappan}, Volume = {83}, Series = {Special section}, Pages = {674-720}, Year = {2002}, Key = {fds39754} } @article{fds272112, Author = {Dodge, KA and Berlin, LJ and Epstein, M and Spitz-Roth, A and O'Donnell, K and Kaufman, M and Amaya-Jackson, L and Rosch, J and Christopoulos, C}, Title = {The Durham Family Initiative: a preventive system of care.}, Journal = {Child Welfare}, Volume = {83}, Number = {2}, Pages = {109-128}, Year = {2004}, ISSN = {0009-4021}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15068214}, Abstract = {This article describes the Durham Family Initiative (DFI), an innovative effort to bring together child welfare and juvenile justice systems to reach DFI's goal of reducing the child abuse rate in Durham, North Carolina, by 50% within the next 10 years. DFI will follow principles of a preventive system of care (PSoC), which focuses on nurturing the healthy parent-child relationship. A community collaborative of government agency directors has signed a memorandum of agreement to implement the PSoC principles. The researchers will use multiple methods to evaluate DFI's efficacy.}, Key = {fds272112} } @article{fds272156, Author = {Hubbard, JA and Dodge, KA and Cillessen, AH and Coie, JD and Schwartz, D}, Title = {The dyadic nature of social information processing in boys' reactive and proactive aggression.}, Journal = {Journal of personality and social psychology}, Volume = {80}, Number = {2}, Pages = {268-280}, Year = {2001}, Month = {February}, ISSN = {0022-3514}, url = {http://www.ncbi.nlm.nih.gov/pubmed/11220445}, Abstract = {The correlation between boys' social cognitions and their aggressive behavior toward peers was examined as being actor driven, partner driven, or dyadic relationship driven. Eleven groups of 6 familiar boys each (N = 165 dyads) met for 5 consecutive days to participate in play sessions and social-cognitive interviews. With a variance partitioning procedure, boys' social-cognitive processes were found to vary reliably across their dyadic relationships. Furthermore, mixed models regression analyses indicated that hostile attributional biases toward a particular peer were related to directly observed reactive aggression toward that peer even after controlling for actor and partner effects, suggesting that these phenomena are dyadic or relationship oriented. On the other hand, the relation between outcome expectancies for aggression and the display of proactive aggression appeared to be more actor driven and partner driven that dyadic.}, Doi = {10.1037/0022-3514.80.2.268}, Key = {fds272156} } @article{fds47957, Author = {Ikeda, R. and Dodge, K.A.}, Title = {The early prevention of violence in children}, Journal = {American Journal of Preventive Medicine}, Year = {2000}, Key = {fds47957} } @article{fds272222, Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates, JE}, Title = {The early socialization of aggressive victims of bullying.}, Journal = {Child development}, Volume = {68}, Number = {4}, Pages = {665-675}, Year = {1997}, Month = {August}, url = {http://www.ncbi.nlm.nih.gov/pubmed/9306645}, Abstract = {This study reports the first prospective investigation of the early family experiences of boys who later emerged as both aggressive and bullied (i.e., aggressive victims) during their middle childhood years. It was hypothesized that a history of violent victimization by adults leads to emotion dysregulation that results in a dual pattern of aggressive behavior and victimization by peers. Interviews with mothers of 198 5-year-old boys assessed preschool home environments. Four to 5 years later, aggressive behavior and peer victimization were assessed in the school classroom. The early experiences of 16 aggressive victims were contrasted with those of 21 passive (nonaggressive) victims, 33 nonvictimized aggressors, and 128 normative boys. Analyses indicated that the aggressive victim group had experienced more punitive, hostile, and abusive family treatment than the other groups. In contrast, the nonvictimized aggressive group had a history of greater exposure to adult aggression and conflict, but not victimization by adults, than did the normative group, whereas the passive victim group did not differ from the normative group on any home environment variable.}, Doi = {10.1111/j.1467-8624.1997.tb04228.x}, Key = {fds272222} } @article{fds272067, Author = {Dodge, TMVPPKA and member}, Title = {The ecological effects of universal and selective violence prevention programs for middle school students: A randomized trial}, Journal = {Journal of Consulting and Clinical Psychology}, Volume = {77}, Number = {3}, Pages = {526.-542.}, Year = {2009}, ISSN = {0022-006X}, url = {http://dx.doi.org/10.1037/a0014395}, Abstract = {This study reports the findings of a multisite randomized trial evaluating the separate and combined effects of 2 school-based approaches to reduce violence among early adolescents. A total of 37 schools at 4 sites were randomized to 4 conditions: (1) a universal intervention that involved implementing a student curriculum and teacher training with 6th-grade students and teachers, (2) a selective intervention in which a family intervention was implemented with a subset of 6th-grade students exhibiting high levels of aggression and social influence, (3) a combined intervention condition, and (4) a no-intervention control condition. Analyses of multiple waves of data from 2 cohorts of students at each school (N = 5,581) within the grade targeted by the interventions revealed a complex pattern. There was some evidence to suggest that the universal intervention was associated with increases in aggression and reductions in victimization; however, these effects were moderated by preintervention risk. In contrast, the selective intervention was associated with decreases in aggression but no changes in victimization. These findings have important implications for efforts to develop effective violence prevention programs.}, Doi = {10.1037/a0014395}, Key = {fds272067} } @article{fds272124, Author = {Schulting, AB and Malone, PS and Dodge, KA}, Title = {The effect of school-based kindergarten transition policies and practices on child academic outcomes.}, Journal = {Developmental psychology}, Volume = {41}, Number = {6}, Pages = {860-871}, Year = {2005}, Month = {November}, ISSN = {0012-1649}, url = {http://www.ncbi.nlm.nih.gov/pubmed/16351333}, Abstract = {This study examined the effect of school-based kindergarten transition policies and practices on child outcomes. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear modeling revealed that the number of school-based transition practices in the fall of kindergarten was associated with more positive academic achievement scores at the end of kindergarten, even controlling for family socioeconomic status (SES) and other demographic factors. This effect was stronger for low- and middle-SES children than high-SES children. For low-SES children, 7 transition practices were associated with a .21 standard deviation increase in predicted achievement scores beyond 0 practices. The effect of transition practices was partially mediated by an intervening effect on parent-initiated involvement in school during the kindergarten year. The findings support education policies to target kindergarten transition efforts to increase parent involvement in low-SES families.}, Doi = {10.1037/0012-1649.41.6.860}, Key = {fds272124} } @article{fds272050, Author = {Conduct Problems Prevention Research Group}, Title = {The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics.}, Journal = {Journal of consulting and clinical psychology}, Volume = {78}, Number = {2}, Pages = {156-168}, Publisher = {American Psychological Association (APA)}, Year = {2010}, Month = {April}, ISSN = {0022-006X}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000276572800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {<h4>Objective</h4>This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model.<h4>Method</h4>The longitudinal analysis involved 2,937 children of multiple ethnicities who remained in the same intervention or control schools for Grades 1, 2, and 3. The study involved a clustered randomized controlled trial involving sets of schools randomized within 3 U.S. locations. Measures assessed teacher and peer reports of aggression, hyperactive-disruptive behaviors, and social competence. Beginning in first grade and through 3 successive years, teachers received training and support and implemented the PATHS curriculum in their classrooms.<h4>Results</h4>The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty). Modest positive effects of sustained program exposure included reduced aggression and increased prosocial behavior (according to both teacher and peer report) and improved academic engagement (according to teacher report). Peer report effects were moderated by gender, with significant effects only for boys. Most intervention effects were moderated by school environment, with effects stronger in less disadvantaged schools, and effects on aggression were larger in students who showed higher baseline levels of aggression.<h4>Conclusions</h4>A major implication of the findings is that well-implemented multiyear social-emotional learning programs can have significant and meaningful preventive effects on the population-level rates of aggression, social competence, and academic engagement in the elementary school years.}, Doi = {10.1037/a0018607}, Key = {fds272050} } @article{fds370018, Author = {Baziyants, GA and Dodge, KA and Bai, Y and Goodman, WB and O'Donnell, K and Murphy, RA}, Title = {The effects of a universal short-term home visiting program: Two-year impact on parenting behavior and parent mental health.}, Journal = {Child Abuse Negl}, Volume = {140}, Pages = {106140}, Year = {2023}, Month = {June}, url = {http://dx.doi.org/10.1016/j.chiabu.2023.106140}, Abstract = {BACKGROUND: At the time of childbirth, families face heightened levels of unmet need. These needs, if left unmet, can lead parents to engage in less positive parenting practices, which in turn, increase the risk of child maltreatment. Family Connects (FC) is a universal postnatal nurse home-visiting program designed to prevent child maltreatment by supporting all families in a community through one to three visits to improve parent mental health and parenting behaviors. A randomized controlled trial of FC demonstrated improving positive parenting and reducing postpartum depression through age 6 months. OBJECTIVE: To determine sustained (2-year) impact of random assignment to FC on parenting behavior and parent mental health and identify heterogeneity of effects. PARTICIPANTS AND SETTING: A representative subsample of 496 families that had been randomized to FC (255 treatment; 241 control) of infants born between July 1, 2009, and December 31, 2010, in Durham County, North Carolina. METHODS: Demographic characteristics were collected through hospital discharge data. Treatment-blinded interviewers collected maternal reports of parenting behavior and mental health at infant age two years. Moderation and subgroup analyses were conducted to estimate heterogeneity in impact of FC. RESULTS: Mothers assigned to FC engaged in more self-reported positive parenting relative to control mothers (B = 0.21; p < 0.05). Hispanic mothers assigned to FC reported greater sense of parenting competence (B = 1.28; p < 0.05). No significant main effect differences were identified for negative parenting, maternal depression, or father involvement. CONCLUSIONS: Assignment to FC was associated with improvements in population-level self-reported scores of positive parenting 2 years post-intervention.}, Doi = {10.1016/j.chiabu.2023.106140}, Key = {fds370018} } @article{fds271983, Author = {Caprara, GV and Dodge, KA and Pastorelli, C and Zelli, A}, Title = {The Effects of Marginal Deviations on Behavioral Development.}, Journal = {European psychologist}, Volume = {11}, Number = {2}, Pages = {79-89}, Year = {2006}, Month = {January}, ISSN = {1016-9040}, url = {http://dx.doi.org/10.1027/1016-9040.11.2.79}, Abstract = {This investigation was conceptually framed within the theory of marginal deviations (Caprara & Zimbardo, 1996) and sought evidence for the general hypothesis that some children who initially show marginal behavioral problems may, over time, develop more serious problems depending partly on other personal and behavioral characteristics. To this end, the findings of two studies conducted, respectively, with American elementary school children and Italian middle school students are reviewed. These two studies show that hyperactivity, cognitive difficulties, low special preference, and lack of prosocial behavior increase a child's risk for growth in aggressive behavior over several school years. More importantly, they also show that equivalent levels of these risk factors have a greater impact on the development of children who, early on, were marginally aggressive.}, Doi = {10.1027/1016-9040.11.2.79}, Key = {fds271983} } @article{fds272033, Author = {Conduct Problems Prevention Research Group}, Title = {The effects of the fast track preventive intervention on the development of conduct disorder across childhood.}, Journal = {Child development}, Volume = {82}, Number = {1}, Pages = {331-345}, Year = {2011}, Month = {January}, ISSN = {0009-3920}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000286986600021&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {The impact of the Fast Track intervention on externalizing disorders across childhood was examined. Eight hundred-ninety-one early-starting children (69% male; 51% African American) were randomly assigned by matched sets of schools to intervention or control conditions. The 10-year intervention addressed parent behavior-management, child social cognitive skills, reading, home visiting, mentoring, and classroom curricula. Outcomes included psychiatric diagnoses after grades 3, 6, 9, and 12 for conduct disorder, oppositional defiant disorder, attention deficit hyperactivity disorder, and any externalizing disorder. Significant interaction effects between intervention and initial risk level indicated that intervention prevented the lifetime prevalence of all diagnoses, but only among those at highest initial risk, suggesting that targeted intervention can prevent externalizing disorders to promote the raising of healthy children.}, Doi = {10.1111/j.1467-8624.2010.01558.x}, Key = {fds272033} } @article{fds272289, Author = {Bierman, KL and Coie, JD and Dodge, KA and Foster, EM and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems Prevention Research Group}, Title = {The effects of the fast track program on serious problem outcomes at the end of elementary school.}, Journal = {Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53}, Volume = {33}, Number = {4}, Pages = {650-661}, Year = {2004}, Month = {December}, ISSN = {1537-4416}, url = {http://www.ncbi.nlm.nih.gov/pubmed/15498733}, Abstract = {This study examines the effects of the Fast Track program, which is a multicomponent, intensive intervention for children with early-onset conduct problems and continues from 1st grade through high school. Prior research has shown that Fast Track produces small positive effect sizes on children's social and behavioral outcomes at the end of 1st and 3rd grades in comparison to control children. This study addresses the important question of whether this intervention reduces cases of serious problems that can occur during the 4th- and 5th-grade years. Fast Track did have a significant but modest influence on children's rates of social competence and social cognition problems, problems with involvement with deviant peers, and conduct problems in the home and community, compared to children in the control condition. There was no evidence of intervention impact on children's serious problems in the school setting at Grades 4 and 5. This evaluation indicates that Fast Track has continued to influence certain key areas of children's adjustment throughout the elementary school years, reducing children's likelihood of emerging as cases with problems in their social, peer, or home functioning. The stage is set to examine potential prevention effects on these youths' serious antisocial behaviors during adolescence.}, Doi = {10.1207/s15374424jccp3304_1}, Key = {fds272289} } @article{fds272278, Author = {Schwartz, D and Dodge, KA and Coie, JD}, Title = {The emergence of chronic peer victimization in boys' play groups.}, Journal = {Child development}, Volume = {64}, Number = {6}, Pages = {1755-1772}, Year = {1993}, Month = {December}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/8112117}, Abstract = {This investigation utilized a contrived play group procedure to examine the behavioral patterns leading to chronic victimization by peers in middle childhood. 30 play groups, each of which consisted of 6 unacquainted African-American 6-year-old or 8-year-old boys, met for 45-min sessions on 5 consecutive days. Play group interactions were videotaped and then examined. 13 boys who came to be chronically victimized by their play group peers were identified, along with matched nonvictim contrasts. Victims demonstrated lower rates of assertive behaviors, such as persuasion attempts and social conversation initiatives, and higher rates of nonassertive behaviors, such as submissions to peers' social initiatives, than contrasts. This nonassertive behavior pattern appears to have preceded the development of chronic victimization. Children who eventually emerged as victims were pervasively submissive, beginning in the initial 2 sessions. However, marked individual differences in victimization by peers did not become apparent until the final 3 sessions. These data provide evidence of strong linkages between submissive social behavior and the emergence of chronic victimization by peers.}, Doi = {10.1111/j.1467-8624.1993.tb04211.x}, Key = {fds272278} } @article{fds315902, Author = {Sorensen, LC and Cook, PJ and Dodge, KA}, Title = {The emergence of peer orientation: A study of how and when classroom peer effects develop}, Year = {2015}, Month = {August}, Key = {fds315902} } @article{fds272267, Author = {Pettit, GS and Bakshi, A and Dodge, KA and Coie, JD}, Title = {The Emergence of Social Dominance in Young Boys' Play Groups: Developmental Differences and Behavioral Correlates}, Journal = {Developmental Psychology}, Volume = {26}, Number = {6}, Pages = {1017-1025}, Publisher = {American Psychological Association (APA)}, Year = {1990}, Month = {January}, ISSN = {0012-1649}, 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 = {fds272267} } @misc{fds26381, Author = {Conduct Problems Prevention Research Group}, Title = {The Fast Track experiment: Translating the developmental model into a prevention design}, Pages = {181-208}, Booktitle = {Children's Peer Relations: From Development to Intervention}, Publisher = {American Psychological Association}, Editor = {J.B. Kupersmidt and K.A. Dodge}, Year = {2004}, Key = {fds26381} } @article{fds367706, Author = {Godwin, JW and Conduct Problems Prevention Research Group}, Title = {The Fast Track intervention's impact on behaviors of despair in adolescence and young adulthood.}, Journal = {Proceedings of the National Academy of Sciences of the United States of America}, Volume = {117}, Number = {50}, Pages = {31748-31753}, Year = {2020}, Month = {December}, url = {http://dx.doi.org/10.1073/pnas.2016234117}, Abstract = {How to mitigate the dramatic increase in the number of self-inflicted deaths from suicide, alcohol-related liver disease, and drug overdose among young adults has become a critical public health question. A promising area of study looks at interventions designed to address risk factors for the behaviors that precede these -often denoted-"deaths of despair." This paper examines whether a childhood intervention can have persistent positive effects by reducing adolescent and young adulthood (age 25) behaviors that precede these deaths, including suicidal ideation, suicide attempts, hazardous drinking, and opioid use. These analyses test the impact and mechanisms of action of Fast Track (FT), a comprehensive childhood intervention designed to decrease aggression and delinquency in at-risk kindergarteners. We find that random assignment to FT significantly decreases the probability of exhibiting any behavior of despair in adolescence and young adulthood. In addition, the intervention decreases the probability of suicidal ideation and hazardous drinking in adolescence and young adulthood as well as opioid use in young adulthood. Additional analyses indicate that FT's improvements to children's interpersonal (e.g., prosocial behavior, authority acceptance), intrapersonal (e.g., emotional recognition and regulation, social problem solving), and academic skills in elementary and middle school partially mediate the intervention effect on adolescent and young adult behaviors of despair and self-destruction. FT's improvements to interpersonal skills emerge as the strongest indirect pathway to reduce these harmful behaviors. This study provides evidence that childhood interventions designed to improve these skills can decrease the behaviors associated with premature mortality.}, Doi = {10.1073/pnas.2016234117}, Key = {fds367706} } @article{fds272238, Author = {McMahon, and J, R and Greenberg, and T, M and Dodge, TCPPRGKA and member}, Title = {The FAST Track Program: A developmentally focused intervention for children with conduct problems}, Journal = {Clinician's Research Digest}, Volume = {13}, Pages = {1-2}, Year = {1995}, Key = {fds272238} } @misc{fds44278, Author = {Conduct Problems Prevention Research Group (K.A. Dodge, member)}, Title = {The Fast Track Project: Toward the prevention of severe conduct problems in school-aged youth.}, Pages = {439-477}, Booktitle = {Strengthening families: different evidence-based approaches to support child mental health.}, Publisher = {Psychotherapie Verlag}, Editor = {N. Heinrichs and K. Hahlweg and M. Dopfner}, Year = {2006}, Key = {fds44278} } @misc{fds367709, Author = {K.A. Dodge}, Title = {The Fast Track Project: Preventing Severe Conduct Problems in School-Age Youth}, Pages = {407-433}, Booktitle = {Clinical Handbook of Assessing and Treating Conduct Problems in Youth}, Publisher = {Springer New York}, Year = {2011}, ISBN = {9781441962959}, url = {http://dx.doi.org/10.1007/978-1-4419-6297-3_16}, Doi = {10.1007/978-1-4419-6297-3_16}, Key = {fds367709} } @misc{fds186603, Author = {Conduct Problems Prevention Research Group}, Title = {The Fast Track Project: The prevention of severe conduct problems in school-age youth}, Booktitle = {Handbook of clinical assessment and treatment of conduct problems in youth}, Publisher = {Springer}, Address = {New York}, Editor = {R.C. Murrihy and A.D. Kidman and T.H. Ollendick}, Year = {2010}, Key = {fds186603} } @article{fds272268, Author = {Dodge, KA}, Title = {The future of research on the treatment of conduct disorder}, Journal = {Development and Psychopathology}, Volume = {5}, Number = {1-2}, Pages = {309-317}, Year = {1993}, url = {http://dx.doi.org/10.1017/S0954579400004405}, Abstract = {The thesis of this paper is that a reciprocal relation must develop between basic research on the developmental psychopathology of conduct disorder and applied treatment studies. Basic research can guide treatment design, and treatment outcomes can test developmental theories. The nature of conduct disorder seems to be one of multivariate components that act in self-perpetuating ways across development. These components include family, child-cognitive, peer group, and ecocommunity systems. Interventions that are directed toward just one component may be successful in producing proximal changes in the targeted domain, but they are not likely to be successful in long-term prevention of serious conduct disorder because other forces counteract these changes. The goal of treatment research needs to be long-term conduct disorder prevention. Two kinds of treatment studies are needed, one kind that is directed toward developing a technology of successful change procedures for individual processes and a second kind that uses these multiple change procedures in a comprehensive effort to prevent serious conduct disorder. © 1993, Cambridge University Press. All rights reserved.}, Doi = {10.1017/S0954579400004405}, Key = {fds272268} } @article{fds272192, Author = {Pettit, GS and McClaskey, CL and Brown, MM and Dodge, KA}, Title = {The generalizability of laboratory assessments of children's socially competent behavior in specific situations}, Journal = {Behavioral Assessment}, Volume = {9}, Number = {1}, Pages = {81-96}, Year = {1987}, Month = {January}, Key = {fds272192} } @article{fds272119, Author = {Foster, and M, E and Jones, and E, D and Dodge, TCPPRGKA and member}, Title = {The high costs of aggression: Public expenditures resulting from conduct disorder}, Journal = {American Journal of Public Health}, Volume = {95}, Pages = {1767-1772}, Year = {2005}, url = {http://dx.doi.org/10.2105/AJPH.2004.061424}, Doi = {10.2105/AJPH.2004.061424}, Key = {fds272119} } @article{fds367583, Author = {Lansford, JE and Odgers, CL and Bradley, RH and Godwin, J and Copeland, WE and Rothenberg, WA and Dodge, KA}, Title = {The HOME-21: A revised measure of the home environment for the 21st century tested in two independent samples.}, Journal = {Psychol Assess}, Volume = {35}, Number = {1}, Pages = {1-11}, Year = {2023}, Month = {January}, url = {http://dx.doi.org/10.1037/pas0001183}, Abstract = {For decades, the Home Observation for Measurement of the Environment (HOME) has been the most widely used measure of children's home environments. This report provides a revised version of the HOME-Short Form, the HOME-21, reflecting historical changes in family composition and caregiver roles, norms about the acceptability of different forms of discipline, and children's digital environments. Using data from two samples of parents of children ages 0-17 (Fast Track [FT], N = 553, age = 33.8, 49.2% female, 48.1% Black, 51.9% White/other; Great Smoky Mountains Study [GSMS], N = 722, age = 37.2, 54.7% female, 67.6% White, 6.6% Black, 25.8% American Indian), we assess the utility of the HOME-21 with descriptive statistics and correlations with a range of demographic, family context, parenting, and child adjustment measures. Higher HOME-21 scores were correlated with obtaining a high school diploma or equivalency diploma (in GSMS only), having 4 or more years of college, and household income. HOME-21 was also correlated with having a more favorable family context indexed by fewer stressful life events (in FT only), less household food insecurity, lower household chaos, and more perceived social support. Higher HOME-21 scores were correlated with better parenting in the form of parental acceptance, positive parenting, warm involvement, appropriate and consistent discipline, verbal discussion, less physical aggression, and greater parental self-efficacy. Higher HOME-21 scores were correlated with better child adjustment in terms of fewer emotional and conduct problems, less hyperactivity, and more prosocial behavior. The HOME-21 has utility for use in future studies of children's home environments in the 21st century. (PsycInfo Database Record (c) 2023 APA, all rights reserved).}, Doi = {10.1037/pas0001183}, Key = {fds367583} } @article{fds272196, Author = {Asher, SR and Dodge, KA}, Title = {The identification of socially rejected children}, Journal = {Developmental Psychology}, Volume = {22}, Number = {4}, Pages = {444-449}, Year = {1986}, ISSN = {0012-1649}, url = {http://dx.doi.org/10.1037/0012-1649.22.4.444}, Abstract = {Recent research indicates the importance of distinguishing between sociometrically neglected children and sociometrically rejected children. Overall, rejected children exhibit more serious adjustment problems in childhood and in later life. However, making the distinction between neglected status and rejected status traditionally has required administering a negative-nomination sociometric measure, a measure viewed by some researchers and school personnel as having potentially harmful effects. In this article, we propose and evaluate an alternative method of identifying rejected children, which involves the joint use of positive-nomination and rating-scale measures. The results indicate that the alternative method accurately identifies a high percentage of rejected children (91.2%) and that the stability of rejected status, identified using the new method, is similar to that obtained in previous research. The method proposed here should make it possible to identify rejected children when circumstances do not allow for the administration of a negative-nomination measure. © 1986 American Psychological Association.}, Doi = {10.1037/0012-1649.22.4.444}, Key = {fds272196} } @article{fds272170, Author = {Pettit, GS and Bates, JE and Dodge, KA and Meece, DW}, Title = {The impact of after-school peer contact on early adolescent externalizing problems is moderated by parental monitoring, perceived neighborhood safety, and prior adjustment.}, Journal = {Child development}, Volume = {70}, Number = {3}, Pages = {768-778}, Year = {1999}, Month = {May}, ISSN = {0009-3920}, url = {http://dx.doi.org/10.1111/1467-8624.00055}, Abstract = {Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences.}, Doi = {10.1111/1467-8624.00055}, Key = {fds272170} } @article{fds272122, Author = {Thomas, and E, D and Bierman, and L, K and Dodge, TCPPGKA and member}, Title = {The impact of classroom aggression on the development of aggressive behavior problems in children}, Journal = {Development and Psychopathology}, Volume = {18}, Number = {2}, Pages = {471-487}, Year = {2006}, ISSN = {0954-5794}, url = {http://dx.doi.org/10.1017/s0954579406060251}, Abstract = {Prior research suggests that exposure to elementary classrooms characterized by high levels of student aggression may contribute to the development of child aggressive behavior problems. To explore this process in more detail, this study followed a longitudinal sample of 4,907 children and examined demographic factors associated with exposure to high-aggression classrooms, including school context factors (school size, student poverty levels, and rural vs. urban location) and child ethnicity (African American, European American). The developmental impact of different temporal patterns of exposure (e.g., primacy, recency, chronicity) to high-aggression classrooms was evaluated on child aggression. Analyses revealed that African American children attending large, urban schools that served socioeconomically disadvantaged students were more likely than other students to be exposed to high-aggressive classroom contexts. Hierarchical regressions demonstrated cumulative effects for temporal exposure, whereby children with multiple years of exposure showed higher levels of aggressive behavior after 3 years than children with primacy, less recent, and less chronic exposure, controlling for initial levels of aggression. Implications are discussed for developmental research and preventive interventions.}, Doi = {10.1017/s0954579406060251}, Key = {fds272122} } @article{fds272189, Author = {Lavalee, and L, K and Bierman, and Nix, and L, R and Group, CPPR}, Title = {The impact of first grade "Friendship Group" experiences on child social outcomes in the Fast Track Program}, Journal = {Journal of Abnormal Child Psychology}, Volume = {33}, Number = {3}, Pages = {307-324}, Year = {2005}, ISSN = {0091-0627}, 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 = {fds272189} } @article{fds272011, Author = {Snyder, EH and Lawrence, CN and Dodge, KA}, Title = {The impact of system of care support in adherence to wraparound principles in Child and Family Teams in child welfare in North Carolina.}, Journal = {Children and youth services review}, Volume = {34}, Number = {4}, Pages = {639-647}, Year = {2012}, Month = {April}, ISSN = {0190-7409}, url = {http://dx.doi.org/10.1016/j.childyouth.2011.12.010}, Abstract = {North Carolina is one of a growing number of states to implement family meeting models in child welfare as a way to engage families, while simultaneously addressing complex familial needs and child safety issues. However, much is still unknown regarding how family meetings actually operate in child welfare, underscoring a clear need for further evaluation of this process. Utilizing direct observational data of Child and Family Team (CFT) meetings, collected as part of two separate evaluations of the North Carolina Division of Social Service's Multiple Response System (MRS) and System of Care (SOC) initiatives, the purpose of the current study was to examine whether the support provided by SOC improved fidelity to the CFT model in child welfare. The observations were conducted using the Team Observation Measure consisting of 78 indicators that measure adherence to ten domains associated with high quality family team meetings (e.g., collaborative, individualized, natural supports, outcomes based, strengths-based). Findings indicate that receiving SOC support in child welfare leads to a more collaborative and individualized decision-making process with families. Meeting facilitators in SOC counties were better prepared for CFTs, and had greater ability to lead a more robust and creative brainstorming process to develop a family-driven case plan. The current study also provides a much needed description of the CFT meeting process within child welfare using a direct observational measure.}, Doi = {10.1016/j.childyouth.2011.12.010}, Key = {fds272011} } @article{fds272055, Author = {Jones, D and Godwin, J and Dodge, KA and Bierman, K and Coie, JD and Greenberg, M and Lochman, JE and McMahon, RJ and Pinderhughes, E}, Title = {The impact of the Fast Track Prevention Trial on health services utilization by youth at risk for conduct problems}, Journal = {Pediatrics}, Volume = {125}, Pages = {130-136}, Year = {2010}, url = {http://dx.doi.org/10.1542/peds.2009-0322}, Doi = {10.1542/peds.2009-0322}, Key = {fds272055} } @article{fds272151, Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, E}, Title = {The implementation of the Fast Track program: an example of a large-scale prevention science efficacy trial.}, Journal = {Journal of abnormal child psychology}, Volume = {30}, Number = {1}, Pages = {1-17}, Year = {2002}, Month = {February}, ISSN = {0091-0627}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2756657/}, Abstract = {In 1990, the Fast Track Project was initiated to evaluate the feasibility and effectiveness of a comprehensive, multicomponent prevention program targeting children at risk for conduct disorders in four demographically diverse American communities (Conduct Problems Prevention Research Group [CPPRG], 1992). Representing a prevention science approach toward community-based preventive intervention, the Fast Track intervention design was based upon the available data base elucidating the epidemiology of risk for conduct disorder and suggesting key causal developmental influences (R. P. Weissberg & M. T. Greenberg, 1998). Critical questions about this approach to prevention center around the extent to which such a science-based program can be effective at (1) engaging community members and stakeholders, (2) maintaining intervention fidelity while responding appropriately to the local norms and needs of communities that vary widely in their demographic and cultural/ethnic composition, and (3) maintaining community engagement in the long-term to support effective and sustainable intervention dissemination. This paper discusses these issues, providing examples from the Fast Track project to illustrate the process of program implementation and the evidence available regarding the success of this science-based program at engaging communities in sustainable and effective ways as partners in prevention programming.}, Doi = {10.1023/A:1014292830216}, Key = {fds272151} } @article{fds272214, Author = {Stormshak, and A, E and Bierman, and L, K and Group, TCPPR}, Title = {The implications of different developmental patterns of disruptive behavior problems for school adjustment}, Journal = {Development and Psychopathology}, Volume = {10}, Number = {3}, Pages = {451-468}, Year = {1998}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2762115/}, Abstract = {Based upon developmental models of disruptive behavior problems, this study examined the hypothesis that the nature of a child's externalizing problems at home may be important in predicting the probability of and nature of school adjustment problems at school entry. Parent ratings were collected for a sample of 631 behaviorally disruptive children using the Child Behavior Checklist. Confirmatory factor analyses revealed differentiated ratings of oppositional, aggressive, and hyperactive/inattentive behaviors at home. Teacher and peer nominations assessed school adjustment at the end of first grade. As expected from a developmental perspective, aggressive behaviors indicated more severe dysfunction and were more likely to generalize to the school setting than were oppositional behaviors. Hyperactive/inattentive behaviors at home led to more classroom disruption than did aggressive or oppositional behaviors. Co-occurring patterns of oppositional/aggressive and hyperactive/inattentive behaviors were more common than were single-problem patterns, and were associated with broad dysfunction in the social and classroom contexts. The results were interpreted within a developmental framework, in which oppositional, aggressive, and hyperactive/inattentive behaviors may reflect distinct (as well as shared) developmental processes that have implications for the home-to-school generalization of behavior problems and subsequent school adjustment.}, Doi = {10.1017/s0954579498001692}, Key = {fds272214} } @article{fds272034, Author = {Thomas, DE and Bierman, KL and Powers, CJ and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ}, Title = {The influence of classroom aggression and classroom climate on the early development of aggressive-disruptive behavior problems in school}, Journal = {Child Development}, Volume = {82}, Number = {3}, Pages = {751-757}, Year = {2011}, url = {http://hdl.handle.net/10161/7997 Duke open access}, Key = {fds272034} } @misc{fds367710, Author = {Dodge, KA and Sherrill, MR}, Title = {The Interaction of Nature and Nurture in Antisocial Behavior}, Pages = {215-242}, Booktitle = {CAMBRIDGE HANDBOOK OF VIOLENT BEHAVIOR AND AGGRESSION}, Publisher = {Cambridge University Press}, Address = {New York}, Editor = {D. Flannery and A. Vazonsyi and I. Waldman}, Year = {2007}, Key = {fds367710} } @article{fds272051, Author = {Yu, T and Pettit, GS and Lansford, JE and Dodge, KA and Bates, JE}, Title = {The Interactive Effects of Marital Conflict and Divorce on Parent-Adult Children's Relationships.}, Journal = {Journal of marriage and the family}, Volume = {72}, Number = {2}, Pages = {282-292}, Year = {2010}, Month = {April}, ISSN = {0022-2445}, url = {http://dx.doi.org/10.1111/j.1741-3737.2010.00699.x}, Abstract = {This study examines main effect and interactive models of the relations between marital conflict, divorce, and parent-adult child relationships, and gender differences in these relations. Data were drawn from a longitudinal study of a community sample (N = 585). Parental marital conflict and divorce were measured from age 5 through age 17. Mother-child and father-child relationship quality at age 22 was assessed in terms of Closeness-Support and Conflict-Control. Results indicate that both marital conflict and divorce were associated with poorer quality of parent-adult child relationships. Divorce moderated the link between marital conflict and subsequent negativity in mother-child relationships, with the estimated effects being stronger in continuously married families than in divorced families, especially for women.}, Doi = {10.1111/j.1741-3737.2010.00699.x}, Key = {fds272051} } @article{fds335169, Author = {Thartori, E and Zuffianò, A and Pastorelli, C and Di Giunta and L and Lunetti, C and Lansford, JE and Dodge, KA and Favini, A and Gómez Plata, M and Caprara, GV}, Title = {The interactive effects of maternal personality and adolescent temperament on externalizing behavior problem trajectories from age 12 to 14}, Journal = {Personality and Individual Differences}, Volume = {134}, Pages = {301-307}, Publisher = {Elsevier BV}, Year = {2018}, Month = {November}, url = {http://dx.doi.org/10.1016/j.paid.2018.06.021}, Abstract = {Although previous research has corroborated the independent contributions of parent personality and adolescent temperament in predicting adolescents’ externalizing behavior problems (EXT), few studies have examined their joint contribution to predict EXT in adolescence. In the present longitudinal study, first we examined the developmental trajectory of EXT from ages 12 to 14, and, next, we investigated the joint effects of mothers’ irritability and adolescents’ inhibitory control (IC) in predicting the developmental trajectory of EXT. Altogether, 106 mothers from Rome provided data annually for three years (Mage of child in wave 1 = 12.34 years, SD = 0.77; 53% boys). Mothers rated their irritability, adolescents’ IC, and adolescents’ EXT. Multilevel modeling indicated that EXT followed a quadratic trajectory with an increase from age 12 through age 13 followed by a slight downturn by age 14. Interactive effects emerged between mothers’ irritability and adolescents’ IC in predicting the developmental trajectory of EXT. IC buffered the detrimental effect of mothers’ irritability on the development of adolescents’ EXT. The practical implications of these findings are discussed.}, Doi = {10.1016/j.paid.2018.06.021}, Key = {fds335169} } @article{fds272106, Author = {Goodnight, JA and Bates, JE and Newman, JP and Dodge, KA and Pettit, GS}, Title = {The interactive influences of friend deviance and reward dominance on the development of externalizing behavior during middle adolescence.}, Journal = {Journal of abnormal child psychology}, Volume = {34}, Number = {5}, Pages = {573-583}, Year = {2006}, Month = {October}, ISSN = {0091-0627}, url = {http://dx.doi.org/10.1007/s10802-006-9036-9}, Abstract = {This study investigated the interactive effects of friend deviance and reward dominance on the development of externalizing behavior of adolescents in the Child Development Project. Reward dominance was assessed at age 16 by performance on a computer-presented card-playing game in which participants had the choice of either continuing or discontinuing the game as the likelihood of reward decreased and the likelihood of punishment increased. At ages 14 and 16, friend deviance and externalizing behavior were assessed through self-report. As expected, based on motivational balance and response modulation theories, path analysis revealed that age 14 friend deviance predicted age 16 externalizing behavior controlling for age 14 externalizing behavior. Reward dominance was a significant moderator of the relationship between friend deviance and externalizing behavior. The contributions of deviant friends to the development of externalizing behavior were enhanced by adolescents' reward dominance.}, Doi = {10.1007/s10802-006-9036-9}, Key = {fds272106} } @article{fds367705, Author = {Rothenberg, WA and Lansford, JE and Tirado, LMU and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, SM and Bacchini, D and Chang, L and Deater-Deckard, K and Di Giunta and L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Tapanya, S and Steinberg, L and Bornstein, MH}, Title = {The Intergenerational Transmission of Maladaptive Parenting and its Impact on Child Mental Health: Examining Cross-Cultural Mediating Pathways and Moderating Protective Factors.}, Journal = {Child psychiatry and human development}, Volume = {54}, Number = {3}, Pages = {870-890}, Year = {2023}, Month = {June}, url = {http://dx.doi.org/10.1007/s10578-021-01311-6}, Abstract = {Using a sample of 1338 families from 12 cultural groups in 9 nations, we examined whether retrospectively remembered Generation 1 (G1) parent rejecting behaviors were passed to Generation 2 (G2 parents), whether such intergenerational transmission led to higher Generation 3 (G3 child) externalizing and internalizing behavior at age 13, and whether such intergenerational transmission could be interrupted by parent participation in parenting programs or family income increases of > 5%. Utilizing structural equation modeling, we found that the intergenerational transmission of parent rejection that is linked with higher child externalizing and internalizing problems occurs across cultural contexts. However, the magnitude of transmission is greater in cultures with higher normative levels of parent rejection. Parenting program participation broke this intergenerational cycle in fathers from cultures high in normative parent rejection. Income increases appear to break this intergenerational cycle in mothers from most cultures, regardless of normative levels of parent rejection. These results tentatively suggest that bolstering protective factors such as parenting program participation, income supplementation, and (in cultures high in normative parent rejection) legislative changes and other population-wide positive parenting information campaigns aimed at changing cultural parenting norms may be effective in breaking intergenerational cycles of maladaptive parenting and improving child mental health across multiple generations.}, Doi = {10.1007/s10578-021-01311-6}, Key = {fds367705} } @article{fds272235, Author = {Dodge, KA}, Title = {The legacy of Hobbs and Gray: Research on the development and prevention of conduct problems}, Journal = {Peabody Journal of Education}, Volume = {71}, Number = {4}, Pages = {86-98}, Year = {1996}, url = {http://www.jstor.org/stable/1493186}, Doi = {10.1080/01619569609595130}, Key = {fds272235} } @article{fds271951, Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates, JE}, Title = {The link between harsh home environments and negative academic trajectories is exacerbated by victimization in the elementary school peer group.}, Journal = {Developmental psychology}, Volume = {49}, Number = {2}, Pages = {305-316}, Year = {2013}, Month = {February}, ISSN = {0012-1649}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000314193900010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This article presents a prospective investigation focusing on the moderating role of peer victimization on associations between harsh home environments in the preschool years and academic trajectories during elementary school. The participants were 388 children (198 boys, 190 girls) who we recruited as part of an ongoing multisite longitudinal investigation. Preschool home environment was assessed with structured interviews and questionnaires completed by parents. Peer victimization was assessed with a peer nomination inventory that was administered when the average age of the participants was approximately 8.5 years. Grade point averages (GPAs) were obtained from reviews of school records, conducted for 7 consecutive years. Indicators of restrictive punitive discipline and exposure to violence were associated with within-subject declines in academic functioning over 7 years. However, these effects were exacerbated for those children who had also experienced victimization in the peer group during the intervening years.}, Doi = {10.1037/a0028249}, Key = {fds271951} } @article{fds219476, Author = {Henry, D. and Multisite Violence Prevention Project}, Title = {The moderating role of developmental microsystems in selective preventive intervention effects on aggression and victimization of aggressive and socially-influential students.}, Journal = {Prevention Science}, Volume = {14}, Pages = {390-399}, Year = {2013}, Key = {fds219476} } @article{fds328783, Author = {Powers, CJ and Bierman, KL and Conduct Problems Prevention Research Group}, Title = {The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school.}, Journal = {Developmental psychology}, Volume = {49}, Number = {6}, Pages = {1174-1186}, Year = {2013}, Month = {June}, url = {http://dx.doi.org/10.1037/a0028400}, Abstract = {Following a large, diverse sample of 4,096 children in 27 schools, this study evaluated the impact of 3 aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school: peer dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior. Teachers rated child aggressive-disruptive behavior in 1st and 3rd grades, and peer relations were assessed during 2nd grade. Results indicated that heightened classroom aggressive-disruptive behavior levels were related to proximal peer relations, including an increased likelihood of having aggressive friends and lower levels of peer dislike of aggressive-disruptive children. Controlling for 1st grade aggressive-disruptive behavior, the three 2nd grade peer experiences each made unique contributions to 3rd grade child aggressive-disruptive behavior. These findings replicate and extend a growing body of research documenting the multifaceted nature of peer influence on aggressive-disruptive behavior in early elementary school. They highlight the importance of the classroom ecology and proximal peer relations in the socialization of aggressive-disruptive behavior.}, Doi = {10.1037/a0028400}, Key = {fds328783} } @article{fds272297, Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne, AM and Orpinas, P and Quinn, WH and Huberty, CH and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP}, Title = {The Multisite Violence Prevention Project: Background and overview}, Journal = {American Journal of Preventive Medicine}, Volume = {26}, Number = {1 Suppl}, Pages = {3-11}, Publisher = {ELSEVIER SCIENCE INC}, Year = {2004}, Month = {January}, ISSN = {0749-3797}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {This paper provides an overview of the Multisite Violence Prevention Project, a 5-year project to compare the effects of a universal intervention (all students and teachers) and a targeted intervention (family program for high-risk children) on reducing aggression and violence among sixth graders. First, the paper describes the role of the Centers for Disease Control and Prevention in developing the project. Second, it details the background of researchers at the four participating universities (Duke University, The University of Georgia, University of Illinois at Chicago, and Virginia Commonwealth University) and examines the characteristics of the selected schools (n=37). Finally, the paper summarizes the theoretical perspectives guiding the work, the development of interventions based on promising strategies, the decision to intervene at the school level, the research questions guiding the project, the research design, and the measurement process for evaluating the results of the program.}, Doi = {10.1016/j.amepre.2003.09.017}, Key = {fds272297} } @article{fds272072, Author = {Dodge, MVPPKA and member}, Title = {The multisite violence prevention project: Impact of a universal school-based violence prevention program on social-cognitive outcomes}, Journal = {Prevention Science}, Volume = {9}, Number = {4}, Pages = {231-244}, Year = {2008}, ISSN = {1389-4986}, url = {http://dx.doi.org/10.1007/s11121-008-0101-1}, Abstract = {This study evaluated the impact of a universal school-based violence prevention program on social-cognitive factors associated with aggression and nonviolent behavior in early adolescence. The effects of the universal intervention were evaluated within the context of a design in which two cohorts of students at 37 schools from four sites (N=5,581) were randomized to four conditions: (a) a universal intervention that involved implementing a student curriculum and teacher training with sixth grade students and teachers; (b) a selective intervention in which a family intervention was implemented with a subset of sixth grade students exhibiting high levels of aggression and social influence; (c) a combined intervention condition; and (d) a no-intervention control condition. Short-term and long-term (i.e., 2-year post-intervention) universal intervention effects on social-cognitive factors targeted by the intervention varied as a function of students' pre-intervention level of risk. High-risk students benefited from the intervention in terms of decreases in beliefs and attitudes supporting aggression, and increases in self-efficacy, beliefs and attitudes supporting nonviolent behavior. Effects on low-risk students were in the opposite direction. The differential pattern of intervention effects for low- and high-risk students may account for the absence of main effects in many previous evaluations of universal interventions for middle school youth. These findings have important research and policy implications for efforts to develop effective violence prevention programs. © 2008 Society for Prevention Research.}, Doi = {10.1007/s11121-008-0101-1}, Key = {fds272072} } @article{fds271921, Author = {Dodge, KA}, Title = {The nature-nurture debate and public policy}, Pages = {262-271}, Booktitle = {Appraising the human developmental sciences: Essays in honor of Merrill-Palmer Quarterly}, Publisher = {Wayne State University}, Editor = {G. Ladd}, Year = {2007}, Month = {December}, Abstract = {Perhaps the most important, and certainly the most contentious, debate in the history of developmental psychology has concerned the fundamental question of the role of genetic and biological factors versus environmental and learning factors in a child's development. This debate is rooted in philosophical arguments about the nature of the human species as a tabula rasa (Locke, 1690/1913) to be shaped by experience versus a "noble savage" (Rousseau, 1754) to be reined in by environmental constraints on an otherwise biological destiny (Hobbes, 1651/1969). Much of the modern study of individual differences in behavioral development, through longitudinal inquiry in the 1950s and 1960s, inexplicably ignored the role of innate factors but led to unprecedented publicly funded programs (e.g., Head Start) to enrich the early environments of economically disadvantaged children in the War on Poverty (Zigler and Muenchow, 1992). This work had dual premises-that disparities across groups were largely a result of environmental disadvantage and that environmental enrichments could repair this inequity. © 2007 by Wayne State University Press.}, Key = {fds271921} } @article{fds272285, Author = {Dodge, KA}, Title = {The Nature-Nurture Debate and Public Policy.}, Journal = {Merrill-Palmer quarterly (Wayne State University. Press)}, Volume = {50}, Number = {4}, Pages = {418-427}, Year = {2004}, Month = {October}, ISSN = {0272-930X}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20011615}, Abstract = {The contentious nature-nurture debate in developmental psychology is poised to reach a rapprochement with contemporary concepts of gene-environment interaction, transaction, and fit. Discoveries over the past decade have revealed how neither genes nor the environment offers a sufficient window into human development. Rather, the most important discoveries have come from unearthing the manner in which the environment alters gene expression (and how genes impose limits on environmental effects), how biology and the environment influence each other across time, and how maximizing gene-environment fit leads to optimal outcomes for children. The manner in which these factors operate in tandem should direct future scholarship, practice, and public policy.}, Doi = {10.1353/mpq.2004.0028}, Key = {fds272285} } @article{fds224095, Author = {Racz, S.J. and King, K.M. and Wu, J. and Witkiewitz, K. and McMahon, R.J. and Conduct Problems Prevention Research Group}, Title = {The predictive utility of a brief kindergarten screening measure of child behavior problems}, Journal = {Journal of Consulting and Clinical Psychology}, Volume = {81}, Pages = {588-599}, Year = {2013}, url = {http://dx.doi.org/10.1037/a0032366}, Doi = {10.1037/a0032366}, Key = {fds224095} } @misc{fds13067, Author = {McMahon, R.J. and the Conduct Problems Prevention Research Group}, Title = {The Prevention of Conduct Problems Using Targeted and Universal Interventions: The FAST Track Program}, Booktitle = {Prevention of Conduct Disorder}, Publisher = {New York: Cambridge}, Editor = {D. Offord}, Year = {2003}, Key = {fds13067} } @misc{fds45889, Author = {Dodge, K.A. and Lansford, J.E. and Dishion, T.J.}, Title = {The problem of deviant peer influences in intervention programs}, Pages = {3-13}, Booktitle = {Deviant peer influences in programs for youth: Problems and solutions}, Publisher = {Guilford Press}, Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford}, Year = {2006}, Key = {fds45889} } @article{fds304164, Author = {Stormshak, EA and Bellanti, CJ and Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ}, Title = {The quality of sibling relationships and the development of social competence and behavioral control in aggressive children}, Journal = {Developmental Psychology}, Volume = {32}, Number = {1}, Pages = {79-89}, Publisher = {American Psychological Association (APA)}, Year = {1996}, Month = {January}, ISSN = {0012-1649}, 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 = {fds304164} } @article{fds272231, Author = {Stormshak, and A, E and Bellanti, and J, C and Bierman, and L, K and Dodge, TCPPRGKA and member}, Title = {The quality of the sibling relationship and the development of social competence and behavioral control in aggressive children}, Journal = {Developmental Psychology}, Volume = {32}, Number = {1}, Pages = {1-11}, Year = {1996}, ISSN = {0012-1649}, Abstract = {To understand the relations between sibling interactions and the social adjustment of children with behavior problems, 53 aggressive 1st- and 2nd-grade children, their mothers, and their siblings were interviewed about positive and negative aspects of the sibling relationship. When conflict and warmth were considered together, 3 types of sibling dyads emerged: conflictual (high levels of conflict, low levels of warmth), involved (moderate levels of conflict and warmth), and supportive (low levels of conflict, high levels of warmth). On most measures of social adjustment at school, children in involved sibling relationships showed better adjustment than did children in conflictual relationships. Results are discussed in terms of a developmental model for at-risk children in which some sibling relationships may foster the development of social skills in addition to providing emotional support, which may enhance adjustment at school. Copyright 1996 by the American Psychological Association, Inc.}, Key = {fds272231} } @article{fds272126, Author = {Raine, A and Dodge, KA and Loeber, R and Gatzke Kopp and L and Lynam, D and Reynolds, C and Stouthamer Loeber and M and Liu, J}, Title = {The Reactive-Proactive Aggression (RPQ) Questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys}, Journal = {Aggressive Behavior}, Volume = {32}, Number = {2}, Pages = {159-171}, Publisher = {WILEY}, Year = {2005}, ISSN = {0096-140X}, url = {http://dx.doi.org/10.1002/ab.20115}, Abstract = {This study reports the development of the Reactive-Proactive Aggression Questionnaire (RPQ), and the differential correlates of these two forms of aggression. Antisocial, psychosocial and personality measures were obtained at ages 7 and 16 years in schoolboys, while the RPQ was administered to 334 of the boys at age 16 years. Confirmatory factor analysis indicated a significant fit for a two-factor proactive-reactive model that replicated from one independent subsample to another. Proactive aggression was uniquely characterized at age 7 by initiation of fights, strong-arm tactics, delinquency, poor school motivation, poor peer relationships, single-parent status, psychosocial adversity, substance-abusing parents, and hyperactivity, and at age 16 by a psychopathic personality, blunted affect, delinquency, and serious violent offending. Reactive aggression was uniquely characterized at age 16 by impulsivity, hostility, social anxiety, lack of close friends, unusual perceptual experiences, and ideas of reference. Findings confirm and extend the differential correlates of proactive-reactive aggression, and demonstrate that this brief but reliable and valid self-report instrument can be used to assess proactive and reactive aggression in child and adolescent samples. © 2006 Wiley-Liss, Inc.}, Doi = {10.1002/ab.20115}, Key = {fds272126} } @article{fds272168, Author = {Stormshak, and A, E and Bierman, and L, K and Bruschi, and C, and Dodge, and A, K and Coie, and D, J and Group, CPPR}, Title = {The Relation Between Behavior Problems and Peer Preference in Different Classroom Contexts}, Journal = {Child Development}, Volume = {70}, Number = {1}, Pages = {169-182}, Year = {1999}, ISSN = {0009-3920}, url = {http://dx.doi.org/10.1111/1467-8624.00013}, Abstract = {This study tested two alternative hypotheses regarding the relations between child behavior and peer preference. The first hypothesis is generated from the person-group similarity model, which predicts that the acceptability of social behaviors will vary as a function of peer group norms. The second hypothesis is generated by the social skill model, which predicts that behavioral skill deficiencies reduce and behavioral competencies enhance peer preference. A total of 2895 children in 134 regular first-grade classrooms participated in the study. Hierarchical linear modeling was used to compare four different behaviors as predictors of peer preference in the context of classrooms with varying levels of these behavior problems. The results of the study supported both predictive models, with the acceptability of aggression and withdrawal varying across classrooms (following a person-group similarity model) and the effects of inattentive/hyperactive behavior (in a negative direction) and prosocial behavior (in a positive direction) following a social skill model and remaining constant in their associations with peer preference across classrooms. Gender differences also emerged, with aggression following the person-group similarity model for boys more strongly than for girls. The effects of both child behaviors and the peer group context on peer preference and on the trajectory of social development are discussed.}, Doi = {10.1111/1467-8624.00013}, Key = {fds272168} } @article{fds272172, Author = {Nix, RL and Pinderhughes, EE and Dodge, KA and Bates, JE and Pettit, GS and McFadyen-Ketchum, SA}, Title = {The relation between mothers' hostile attribution tendencies and children's externalizing behavior problems: the mediating role of mothers' harsh discipline practices.}, Journal = {Child development}, Volume = {70}, Number = {4}, Pages = {896-909}, Year = {1999}, Month = {July}, ISSN = {0009-3920}, url = {http://dx.doi.org/10.1111/1467-8624.00065}, Abstract = {This study examined relations among mothers' hostile attribution tendencies regarding their children's ambiguous problem behaviors, mothers' harsh discipline practices, and children's externalizing behavior problems. A community sample of 277 families (19% minority representation) living in three geographic regions of the United States was followed for over 4 years. Mothers' hostile attribution tendencies were assessed during the summer prior to children's entry into kindergarten through their responses to written vignettes. Mothers' harsh discipline practices were assessed concurrently through ratings by interviewers and reports by spouses. Children's externalizing behavior problems were assessed concurrently through written questionnaires by mothers and fathers and in the spring of kindergarten and first, second, and third grades through reports by teachers and peer sociometric nominations. Results of structural equations models demonstrated that mothers' hostile attribution tendencies predicted children's future externalizing behavior problems at school and that a large proportion of this relation was mediated by mothers' harsh discipline practices. These results remained virtually unchanged when controlling for initial levels of children's prekindergarten externalizing behavior problems at home.}, Doi = {10.1111/1467-8624.00065}, Key = {fds272172} } @article{fds272257, Author = {Strassberg, Z and Dodge, KA and Bates, JE and Pettit, GS}, Title = {The relation between parental conflict strategies and children's standing in kindergarten}, Journal = {Merrill-Palmer Quarterly}, Volume = {38}, Pages = {477-493}, Year = {1992}, url = {http://www.jstor.org/stable/23087323}, Key = {fds272257} } @article{fds272270, Author = {Coie, JD and Dodge, KA and Terry, R and Wright, V}, Title = {The role of aggression in peer relations: an analysis of aggression episodes in boys' play groups.}, Journal = {Child development}, Volume = {62}, Number = {4}, Pages = {812-826}, Year = {1991}, Month = {August}, ISSN = {0009-3920}, url = {http://www.ncbi.nlm.nih.gov/pubmed/1935345}, Abstract = {Although aggression is frequently cited as a major cause of peer social rejection, no more than half of all aggressive children are rejected. Aggressive episode data from experimental play groups of 7- and 9-year-old black males were coded to examine whether qualitative aspects of aggressive behavior, as well as frequency of aggression, determine the relation between aggressiveness and peer rejection. Reactive aggression and bullying were related to peer status among 9-year-olds, but not 7-year-olds, whereas instrumental aggression was characteristic of highly aggressive, rejected boys at both ages. Qualitative features of aggressive interaction suggested a greater level of hostility toward peers and a tendency to violate norms for aggressive exchange among rejected, aggressive boys at both ages in contrast to other groups of boys. The descriptive data provide a distinctive picture of reactive, instrumental, and bullying aggression as well as differing social norms for target and aggressor behavior in each of these 3 types of aggression.}, Doi = {10.1111/j.1467-8624.1991.tb01571.x}, Key = {fds272270} } @article{fds151999, Author = {Dick, D.M. and Latendresse, S.J. and Lansford, J.E. and Budde, J.P. and Goate, A. and Dodge, K.A. and Pettit, G.S. and Bates, J.E.}, Title = {The role of GABRA2 in trajectories of externalizing behavior across development and evidence of moderation by parental monitoring}, Journal = {Archives of General Psychiatry}, Volume = {66}, Pages = {649-657.}, Year = {2008}, url = {http://dx.doi.org/10.1001/archgenpsychiatry.2009.48}, Doi = {10.1001/archgenpsychiatry.2009.48}, Key = {fds151999} } @article{fds38971, Author = {Consortium on the School-Based Promotion of Social Competence}, Title = {The school-based promotion of social competence: Theory, research, practice, and policy}, Pages = {268-389}, Booktitle = {Stress, risk and resilience in children and adolescents}, Publisher = {New York: Cambridge}, Editor = {R.J. Haggarty and N. Garmezy and M. Rutter and L. Sherrod}, Year = {1994}, Key = {fds38971} } @article{fds272157, Author = {Dodge, KA}, Title = {The science of youth violence prevention. Progressing from developmental epidemiology to efficacy to effectiveness to public policy.}, Journal = {American journal of preventive medicine}, Volume = {20}, Number = {1 Suppl}, Pages = {63-70}, Year = {2001}, Month = {January}, ISSN = {0749-3797}, url = {http://www.ncbi.nlm.nih.gov/pubmed/11146262}, Abstract = {Public policy in the United States has historically considered youth violence as a moral problem to be punished after the fact, but growing scientific evidence supports a public health perspective on violent behavior as an interaction between cultural forces and failures in development. Prevention science has provided a bridge between an understanding of how chronic violence develops and how prevention programs can interrupt that development. Articles in this journal supplement provide yet another bridge between efficacious university-based programs and effective community-based programs. It is suggested that yet one more bridge will need to be constructed in future research between community-based programs that are known to be effective and community-wide implementation of prevention efforts at full scale. This last bridge integrates the science of children's development, the science of prevention, and the science of public policy.}, Doi = {10.1016/s0749-3797(00)00275-0}, Key = {fds272157} } @article{fds304168, Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates, JE}, Title = {The social ecology of school-age child care}, Journal = {Journal of Applied Developmental Psychology}, Volume = {19}, Number = {3}, Pages = {341-360}, Publisher = {Elsevier BV}, Year = {1998}, Month = {January}, url = {http://dx.doi.org/10.1016/S0193-3973(99)80044-6}, Abstract = {The goal of this longitudinal study was to examine variations in school-age child care arrangements across the elementary school years as a function of child, family, and contextual factors. Pre-kindergarten family background measures were collected through parent questionnaires and interviews. Follow-up interviews with 466 parents provided information on children's care experiences in grades 1 through 5. Some care arrangements (e.g., self care) showed considerable continuity, whereas other arrangements (e.g., school programs) changed substantially from year-to-year. Increases in use were found for self-care, sibling care, neighbor care, and activity-based care; use of day care decreased across years. Children living with working and/or single mothers spent more time in non-parent care, as did boys with behavior problems. Time spent in specific care arrangements varied as a function of child sex, behavioral adjustment, ethnicity, family socioeconomic status, mothers' employment, and parents' marital status. These findings underscore the importance of developmental and ecological-contextual factors in families' choices of care arrangements.}, Doi = {10.1016/S0193-3973(99)80044-6}, Key = {fds304168} } @article{fds272218, Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates, JE}, Title = {The social ecology of school-age child care}, Journal = {Journal of Applied Developmental Psychology}, Volume = {19}, Number = {3}, Pages = {329-348}, Year = {1998}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2792761/}, Abstract = {The goal of this longitudinal study was to examine variations in school-age child care arrangements across the elementary school years as a function of child, family, and contextual factors. Pre-kindergarten family background measures were collected through parent questionnaires and interviews. Follow-up interviews with 466 parents provided information on children's care experiences in grades 1 through 5. Some care arrangements (e.g., self care) showed considerable continuity, whereas other arrangements (e.g., school programs) changed substantially from year-to-year. Increases in use were found for self-care, sibling care, neighbor care, and activity-based care; use of day care decreased across years. Children living with working and/or single mothers spent more time in non-parent care, as did boys with behavior problems. Time spent in specific care arrangements varied as a function of child sex, behavioral adjustment, ethnicity, family socioeconomic status, mothers' employment, and parents' marital status. These findings underscore the importance of developmental and ecological-contextual factors in families' choices of care arrangements.}, Key = {fds272218} } @article{fds272260, Author = {Dodge, KA and Crick, NR}, Title = {The social information processing bases of aggressive behavior in children}, Journal = {Personality and Social Psychology Bulletin}, Volume = {16}, Pages = {8-22}, Year = {1990}, Key = {fds272260} } @misc{fds45528, Author = {Reiter-Lavery, B. and Rabiner, D. and Dodge, K.A.}, Title = {The State of Durham's Children 2000}, Journal = {Report to the Durham, North Carolina, Youth Coordinating Board}, Year = {2000}, Key = {fds45528} } @misc{fds38857, Author = {Reiter-Lavery, B. and Rabiner, D. and Dodge, K.A.}, Title = {The State of Durham’s Children 2000}, Year = {2000}, Key = {fds38857} } @article{fds39732, Author = {Dodge, K.A.}, Title = {The structure and function of reactive and proactive aggression}, Pages = {201-218}, Booktitle = {The development and treatment of childhood aggression}, Publisher = {Hillsdale, N. J.: Lawrence Erlbaum}, Editor = {D.J. Pepler and K.H. Rubin}, Year = {1991}, Key = {fds39732} } @article{fds272293, Author = {Henry, and B, D and Farrell, and D, A and Dodge, TMVPPKA and member}, Title = {The study designed by a committee: Design of the Multisite Violence Prevention Project}, Journal = {American Journal of Preventive Medicine}, Volume = {26}, Pages = {12-19}, Year = {2004}, url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2758641/}, Key = {fds272293} } @article{fds272213, Author = {Keiley, MK and Howe, TR and Dodge, KA and Bates, JE and Petti, GS}, Title = {The timing of child physical maltreatment: a cross-domain growth analysis of impact on adolescent externalizing and internalizing problems.}, Journal = {Development and psychopathology}, Volume = {13}, Number = {4}, Pages = {891-912}, Year = {2001}, Month = {January}, url = {http://dx.doi.org/10.1023/A:1005122814723}, Abstract = {In a sample of 578 children assessed in kindergarten through the eighth grade, we used growth modeling to determine the basic developmental trajectories of mother-reported and teacher-reported externalizing and internalizing behaviors for three physical maltreatment groups of children-early-harmed (prior to age 5 years), later-harmed (age 5 years and over), and nonharmed--controlling for SES and gender. Results demonstrated that the earlier children experienced harsh physical treatment by significant adults, the more likely they were to experience adjustment problems in early adolescence. Over multiple domains, early physical maltreatment was related to more negative sequelae than the same type of maltreatment occurring at later periods. In addition, the fitted growth models revealed that the early-harmed group exhibited someswhat higher initial levels of teacher-reported externalizing problems in kindergarten and significantly different rates of change in these problem behaviors than other children, as reported by mothers over the 9 years of this study. The early-harmed children were also seen by teachers, in kindergarten, as exhibiting higher levels of internalizing behaviors. The later-harmed children were seen by their teachers as increasing their externalizing problem behaviors more rapidly over the 9 years than did the early- or nonharmed children. These findings indicate that the timing of maltreatment is a salient factor in examining the developmental effects of physical harm.}, Doi = {10.1023/A:1005122814723}, Key = {fds272213} } @misc{fds38858, Author = {Dodge, K.A. and Kupersmidt, J. and Fontaine, R.}, Title = {The Willie M. Program}, Year = {2000}, Key = {fds38858} } @misc{fds45529, Author = {Dodge, K.A. and Kupersmidt, J. and Fontaine, R.}, Title = {The Willie M. Program}, Journal = {Report to the State of North Carolina Department of Mental Health Administration}, Year = {2000}, Key = {fds45529} } @misc{fds271964, Author = {Dodge, KA and Malone, PS and Lansford, JE and Miller-Johnson, S and Pettit, GS and Bates, JE}, Title = {Toward a dynamic developmental model of the role of parents and peers in early onset substance use}, Pages = {104-132}, Booktitle = {Families count: Effects on child and adolescent development}, Publisher = {Cambridge University Press}, Editor = {A. Clarke-Stewart and J. Dunn}, Year = {2006}, Month = {January}, ISBN = {9780521847537}, url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000299343800006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92}, Abstract = {Although most theories of deviant behavioral development explicitly acknowledge the roles of both parenting and peer relations, few theories, and even fewer empirical analyses, have articulated the manner in which these factors relate to each other and operate dynamically across childhood. The chapter by Collins and Roisman (Chapter 4 in this book) provides an excellent general overview of how these factors operate in adolescence. This chapter identifies aspects of parenting and peer relations across the life span that may play a role in the onset of illicit drug use in adolescence and the manner in which these factors may influence each other and operate in concert across development. The enormous social, psychological, and economic costs of substance use among adolescents in the United States over the past four decades (Kendall & Kessler, 2002; Kessler et al., 2001) have led to unprecedented attempts at interdiction, prosecution, and treatment, mostly without much success. Epidemiologic studies have directed attention toward prevention. This research has taken largely a risk-factor approach following from the methods of Rutter (Rutter & Garmezy, 1983), in which individual-difference variables in childhood are statistically linked to later substance use. Empirical research has identified several dozen factors in childhood that enhance risk for substance use during adolescence (reviewed by Hawkins, Catalano, & Miller, 1992; Weinberg, Rahdert, Colliver, & Glantz, 1998), but a laundry list of risk factors has not yet led to efficacious prevention programs.}, Doi = {10.1017/CBO9780511616259.006}, Key = {fds271964} } @article{fds340426, Author = {Dodge, KA}, Title = {Toward population impact from early childhood psychological interventions.}, Journal = {The American psychologist}, Volume = {73}, Number = {9}, Pages = {1117-1129}, Year = {2018}, Month = {December}, url = {http://dx.doi.org/10.1037/amp0000393}, Abstract = {Acting alone, psychologists rarely achieve population impact on important mental health and well-being outcomes for families and young children. The traditional Institute of Medicine model of moving from efficacy trials to effectiveness trials to scaling up has not succeeded, partly due to degradation of program quality and impact during scale-up and partly due to a failure to consider system-context issues at the outset. Analysis of barriers to population impact leads to the proposal of a new comprehensive system of care that includes both top-down coordination among community agencies providing services and bottom-up outreach to every family to connect them with services. The North Carolina Smart Start Initiative is a top-down approach to improving the community-level quality of early childcare and education services. A natural experiment demonstrates that it improves population indicators of children's education outcomes. Family Connects is a bottom-up approach that reaches all families giving birth in a community through brief home visits to assess needs and connect families with community resources. A randomized controlled trial reveals increased community connectedness, lower maternal anxiety, reduced emergency health episodes, and lower rates of investigations for child abuse. These initiatives point toward the promise of population impact through psychological interventions in early life that are delivered in a collaborative system of care. (PsycINFO Database Record (c) 2018 APA, all rights reserved).}, Doi = {10.1037/amp0000393}, Key = {fds340426} } @article{fds271955, Author = {Dodge, KA and Goodman, WB and Murphy, R and O'Donnell, K and Sato, J}, Title = {Toward Population Impact from Home Visiting.}, Journal = {Zero Three}, Volume = {33}, Number = {3}, Pages = {17-23}, Year = {2013}, Month = {January}, ISSN = {0736-8038}, url = {http://www.ncbi.nlm.nih.gov/pubmed/23526864}, Abstract = {Although some home-visiting programs have proven effective with the families they serve, no program has yet demonstrated an impact at the population level. We describe the Durham Connects (DC) initiative, which aims to achieve population impact by coalescing community agencies to serve early-intervention goals through a Preventive System Of Care and by delivering a universal, short-term, postnatal nurse home-visiting program. The home-visitor delivers brief intervention, assesses family needs in 12 domains, and connects the family with community resources to address individualized family needs. Evaluation of DC occurred through a population randomized controlled trial of all 4,777 births in Durham, NC, over an 18-month period. DC was implemented with high penetration and high fidelity. Impact evaluation indicated that by age 6 months, DC infants had 18 percent fewer emergency room visits and 80 percent fewer overnights in the hospital than did control families. We conclude that population impact is achievable if a program attends to challenges of community partnership, universal reach and assessment, rigorous evaluation, and models for sustaining funding.}, Key = {fds271955} } @misc{fds327710, Author = {Tolan, PH and Dodge, K and Rutter, M}, Title = {Tracking the multiple pathways of parent and family influence on disruptive behavior disorders}, Pages = {161-191}, Booktitle = {Disruptive Behavior Disorders}, Publisher = {Springer New York}, Address = {New York}, Year = {2013}, Month = {January}, ISBN = {9781461475569}, url = {http://dx.doi.org/10.1007/978-1-4614-7557-6_7}, Doi = {10.1007/978-1-4614-7557-6_7}, Key = {fds327710} } @article{fds272109, Author = {Lansford, JE and Malone, PS and Castellino, DR and Dodge, KA and Pettit, GS and Bates, JE}, Title = {Trajectories of internalizing, externalizing, and grades for children who have and have not experienced their parents' divorce or separation.}, Journal = {Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43)}, Volume = {20}, Number = {2}, Pages = {292-301}, Year = {2006}, Month = {June}, ISSN = {0893-3200}, url = {http://www.ncbi.nlm.nih.gov/pubmed/16756405}, Abstract = {This study examined whether the occurrence and timing of parental separation or divorce was related to trajectories of academic grades and mother- and teacher-reported internalizing and externalizing problems. The authors used hierarchical linear models to estimate trajectories for children who did and did not experience their parents' divorce or separation in kindergarten through 10th grade (N = 194). A novel approach to analyzing the timing of divorce/separation was adopted, and trajectories were estimated from 1 year prior to the divorce/separation to 3 years after the event. Results suggest that early parental divorce/separation is more negatively related to trajectories of internalizing and externalizing problems than is later divorce/separation, whereas later divorce/separation is more negatively related to grades. One implication of these findings is that children may benefit most from interventions focused on preventing internalizing and externalizing problems, whereas adolescents may benefit most from interventions focused on promoting academic achievement.}, Doi = {10.1037/0893-3200.20.2.292}, Key = {fds272109} } @article{fds271944, Author = {Lansford, JE and Staples, AD and Bates, JE and Pettit, GS and Dodge, KA}, Title = {Trajectories of mothers’ discipline strategies and interparental conflict: Interrelated change during middle childhood}, Journal = {Journal of Family Communication}, Volume = {13}, Number = {3}, Pages = {178-195}, Year = {2012}, url = {http://dx.doi.org/10.1080/15267431.2013.796947}, Abstract = {Using data collected annually when children were in kindergarten through 3<sup>rd</sup> grade (<i>N</i> = 478), this study investigated changes in mothers' use of nonharsh, harsh verbal, and physical discipline; changes in interparental conflict; and associations between changes in discipline and interparental conflict. Controlling for potential confounds, physical discipline decreased over the course of middle childhood, whereas harsh verbal and nonharsh discipline remained stable. Increases in interparental conflict were associated with increases in physical discipline; decreases in interparental conflict were associated with decreases in physical discipline. Change in interparental conflict was unrelated to change in harsh verbal or nonharsh discipline, although more frequent interparental conflict was associated with more frequen10t use of all three types of discipline in 1<sup>st</sup> grade. Findings extend previous research on how two major forms of communication within families-conflict between parents and parents' attempts to influence their children through discipline-change across middle childhood.}, Doi = {10.1080/15267431.2013.796947}, Key = {fds271944} } @article{fds272066, Author = {Lansford, JE and Criss, MM and Dodge, KA and Shaw, DS and Pettit, GS and Bates, JE}, Title = {Trajectories of physical discipline: early childhood antecedents and developmental outcomes.}, Journal = {Child development}, Volume = {80}, Number = {5}, Pages = {1385-1402}, Year = {2009}, Month = {September}, url = {http://www.ncbi.nlm.nih.gov/pubmed/19765007}, Abstract = {This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from ages 5 to 16 and from 258 children in an independent sample followed from ages 5 to 15. Analyses indicated distinct physical discipline trajectory groups that varied in frequency of physical discipline and rate of change. In both samples, family ecological disadvantage differentiated the trajectory groups; in the first sample, early child externalizing also differentiated the groups. Controlling for early childhood externalizing, the minimal/ceasing trajectory groups were associated with the lowest levels of subsequent adolescent antisocial behavior in both samples and with parent-adolescent positive relationship quality in the second sample.}, Doi = {10.1111/j.1467-8624.2009.01340.x}, Key = {fds272066} } @article{fds271929, Author = {Conduct Problems Prevention Research Group}, Title = {Trajectories of risk for early sexual activity and early substance use in the Fast Track prevention program.}, Journal = {Prevention science : the official journal of the Society for Prevention Research}, Volume = {15 Suppl 1}, Pages = {S33-S46}, Year = {2014}, Month = {February}, ISSN = {1389-4986}, 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 = {fds271929} } @article{fds272234, Author = {Elias, MJ and Weissberg, RP and Zins, JE and Kendall, PC and Dodge, KA and Jason, LA and Rotheram-Borus, MJ and Perry, CL and Hawkins, JD and Gottfredson, DC}, Title = {Transdisciplinary collaboration among school researchers: The consortium on the school-based promotion of social competence}, Journal = {Journal of Educational and Psychological Consultation}, Volume = {7}, Number = {1}, Pages = {25-39}, Publisher = {Informa UK Limited}, Year = {1996}, Month = {January}, url = {http://dx.doi.org/10.1207/s1532768xjepc0701_3}, Abstract = {A common problem faced by professionals involved in implementing and researching intervention programs is identifying where they can turn for consultation and support in addressing the complex challenges of their work. The professional literature often does not address the specific problems they must address and does not offer personal support. Further, it is unclear what type of professional development is appropriate for meeting the somewhat unique needs of those at a senior level. This article discusses the development, formation, evolution, and ongoing work of a group of researchers and professors from universities around the country who have been collaborating since 1987. They formed a consortium of professional peers to share expertise, conduct joint projects, encourage reflective practice, provide moral support, and enhance one another's professional growth and development. Through the mutual efforts, support, and consultative assistance provided, members have been able to creatively enhance and improve their individual approaches to school intervention and also expand their influence on the field at large.}, Doi = {10.1207/s1532768xjepc0701_3}, Key = {fds272234} } @article{fds367704, Author = {Rybińska, A and Best, DL and Goodman, WB and Bai, Y and Dodge, KA}, Title = {Transitioning to virtual interaction during the COVID-19 pandemic: Impact on the family connects postpartum home visiting program activity.}, Journal = {Infant Ment Health J}, Volume = {43}, Number = {1}, Pages = {159-172}, Year = {2022}, Month = {January}, url = {http://dx.doi.org/10.1002/imhj.21953}, Abstract = {In this paper, we analyze program activity for Family Connects (FC), an evidence-based postpartum home-visiting intervention, during the COVID-19 pandemic. When the pandemic began, FC transitioned to a virtual protocol which maintains key psychosocial components of the in-person protocol and adjusts health assessments to address the lack of in-person contact. Program performance is contrasted for periods before the pandemic onset (April 2019-March 2020) and after the onset (April 2020-March 2021), involving 10,280 scheduled visits and 6696 visited families (46% non-Hispanic white; 20% non-Hispanic Black; 23% Hispanic; and 10% other race). Post-pandemic onset, FC program participation rates were at 89.8% of pre-pandemic levels. Home visitors observed post-onset increases in families' concerns about home safety but declines in families' needs related to infant care. Community connections were facilitated for 42.9% of visited families post-pandemic onset compared to 51.1% pre-pandemic onset. We conclude that post-pandemic onset virtual delivery rates of FC declined but are high enough to merit continued implementation during a period when some families will decline in-person visits. When in-person visits are deemed safe per public health guidelines, the findings suggest a hybrid approach that could maximize program outreach by prioritizing in-person contact and offering virtual delivery as a second choice.}, Doi = {10.1002/imhj.21953}, Key = {fds367704} } @article{fds272052, Author = {Dodge, KA and McCourt, SN}, Title = {Translating models of antisocial behavioral development into efficacious intervention policy to prevent adolescent violence.}, Journal = {Developmental psychobiology}, Volume = {52}, Number = {3}, Pages = {277-285}, Year = {2010}, Month = {April}, url = {http://www.ncbi.nlm.nih.gov/pubmed/20175096}, Abstract = {Adolescent chronic antisocial behavior is costly but concentrated in a relatively small number of individuals. The search for effective preventive interventions draws from empirical findings of three kinds of gene-by-environment interactions: (1) parenting behaviors mute the impact of genes; (2) genes alter the impact of traumatic environmental experiences such as physical abuse and peer social rejection; and (3) individuals and environments influence each other in a dynamic developmental cascade. Thus, environmental interventions that focus on high-risk youth may prove effective. The Fast Track intervention and randomized controlled trial are described. The intervention is a 10-year series of efforts to produce proximal change in parenting, peer relations, social cognition, and academic performance in order to lead to distal prevention of adolescent conduct disorder. Findings indicate that conduct disorder cases can be prevented, but only in the highest risk group of children. Implications for policy are discussed.}, Doi = {10.1002/dev.20440}, Key = {fds272052} } @article{fds272110, Author = {Dodge, KA}, Title = {Translational science in action: hostile attributional style and the development of aggressive behavior problems.}, Journal = {Development and psychopathology}, Volume = {18}, Number = {3}, Pages = {791-814}, Year = {2006}, Month = {January}, ISSN = {0954-5794}, url = {http://www.ncbi.nlm.nih.gov/pubmed/17152401}, Abstract = {A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.}, Doi = {10.1017/s0954579406060391}, Key = {fds272110} } @misc{fds323951, Author = {COIE, JD and CHRISTOPOULOS, C and TERRY, R and DODGE, KA and LOCHMAN, JE}, Title = {TYPES OF AGGRESSIVE RELATIONSHIPS, PEER REJECTION, AND DEVELOPMENTAL CONSEQUENCES}, Journal = {SOCIAL COMPETENCE IN DEVELOPMENTAL PERSPECTIVE}, Volume = {51}, Pages = {223-237}, Booktitle = {Social competence in development perspective}, Publisher = {KLUWER ACADEMIC PUBL}, Editor = {SCHNEIDER, BH and ATTILI, G and NADEL, J and WEISSBERG, RP}, Year = {1989}, Month = {January}, ISBN = {0-7923-0400-4}, Key = {fds323951} } @article{fds369664, Author = {Buchanan, CM and Zietz, S and Lansford, JE and Skinner, AT and Di Giunta, L and Dodge, KA and Gurdal, S and Liu, Q and Long, Q and Oburu, P and Pastorelli, C and Sorbring, E and Steinberg, L and Tapanya, S and Uribe Tirado, LM and Yotanyamaneewong, S and Alampay, LP and Al-Hassan, S and Bacchini, D and Bornstein, MH and Chang, L and Deater-Deckard, K}, Title = {Typicality and trajectories of problematic and positive behaviors over adolescence in eight countries.}, Journal = {Frontiers in psychology}, Volume = {13}, Pages = {991727}, Year = {2022}, Month = {January}, url = {http://dx.doi.org/10.3389/fpsyg.2022.991727}, Abstract = {In this study, we examine the predictions of a storm and stress characterization of adolescence concerning typicality and trajectories of internalizing, externalizing, and wellbeing from late childhood through late adolescence. Using data from the Parenting Across Cultures study, levels and trajectories of these characteristics were analyzed for 1,211 adolescents from 11 cultural groups across eight countries. Data were longitudinal, collected at seven timepoints from 8 to 17 years of age. Results provide more support for a storm and stress characterization with respect to the developmental <i>trajectories</i> of behavior and characteristics from childhood to adolescence or across the adolescent years than with respect to <i>typicality</i> of behavior. Overall, adolescents' behavior was more positive than negative in all cultural groups across childhood and adolescence. There was cultural variability in both prevalence and trajectories of behavior. The data provide support for arguments that a more positive and nuanced characterization of adolescence is appropriate and important.}, Doi = {10.3389/fpsyg.2022.991727}, Key = {fds369664} } @article{fds371228, Author = {Watts, TW and Jenkins, JM and Dodge, KA and Carr, RC and Sauval, M and Bai, Y and Escueta, M and Duer, J and Ladd, H and Muschkin, C and Peisner-Feinberg, E and Ananat, E}, Title = {Understanding Heterogeneity in the Impact of Public Preschool Programs.}, Journal = {Monographs of the Society for Research in Child Development}, Volume = {88}, Number = {1}, Pages = {7-182}, Year = {2023}, Month = {June}, url = {http://dx.doi.org/10.1111/mono.12463}, Abstract = {We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed.}, Doi = {10.1111/mono.12463}, Key = {fds371228} } @book{fds167326, Author = {Prinstein, M.J. and Dodge, K.A.}, Title = {Understanding Peer Influence in Children and Adolescents}, Publisher = {Guilford Press}, Address = {New York}, Year = {2009}, Key = {fds167326} } @article{fds345851, Author = {Daro, D and Dodge, KA and Haskins, R}, Title = {Universal approaches to promoting healthy development: Introducing the issue}, Journal = {Future of Children}, Volume = {29}, Number = {1}, Pages = {3-16}, Year = {2019}, Month = {March}, url = {http://dx.doi.org/10.1353/foc.2019.0001}, Doi = {10.1353/foc.2019.0001}, Key = {fds345851} } @article{fds345850, Author = {Dodge, KA and Goodman, WB}, Title = {Universal Reach at Birth: Family Connects}, Journal = {Future of Children}, Volume = {29}, Number = {1}, Pages = {41-60}, Year = {2019}, Month = {March}, url = {http://dx.doi.org/10.1353/foc.2019.0003}, Abstract = {How do we screen all families in a population at a single time point, identify family-specific risks, and connect each family with evidence-based community resources that can help them overcome those risks-an approach known as targeted universalism? In this article, Kenneth A. Dodge and W. Benjamin Goodman describe Family Connects, a program designed to do exactly that. Developed and tested in Durham, NC, Family Connects-now in place at 16 sites in the United States-aims to reach every family giving birth in a given community. The program rests on three pillars. The first is home visiting: trained nurses (or other program representatives) welcome new babies into the community, typically at the birthing hospital, then work with the parents to set up one or more home visits when the baby is about three weeks old so they can identify needs and connect the family with community resources. The second pillar, community alignment, is an assembly of all community resources available to families at birth, including child care agencies, mental health providers, government social services, and long-term programs for subgroups of families with identified needs, such as Healthy Families and Early Head Start. The third pillar, data and monitoring, is an electronic data system that acts as a family-specific psychosocial and educational record (much like an electronic health record) to document nurses’ assessments of mother and infant, as well as connections with community agencies. In randomized clinical trials, Family Connects has shown promising results. Compared to control group families, families randomly assigned to the program made more connections to community resources. They also reported more positive parenting behaviors and fewer serious injuries or illnesses among their infants, among other desirable outcomes. And in the first five years of life, Family Connects children were significantly less likely to be subject to Child Protective Services investigations than were children in a control group.}, Doi = {10.1353/foc.2019.0003}, Key = {fds345850} } @article{fds345371, Author = {Penner, AM and Dodge, KA}, Title = {Using Administrative Data for Social Science and Policy.}, Journal = {The Russell Sage Foundation journal of the social sciences : RSF}, Volume = {5}, Number = {3}, Pages = {1-18}, Year = {2019}, Month = {March}, url = {http://dx.doi.org/10.7758/rsf.2019.5.3.01}, Doi = {10.7758/rsf.2019.5.3.01}, Key = {fds345371} } @article{fds376320, Author = {Penner, AM and Dodge, KA}, Title = {Using Administrative Data for Social Science and Policy.}, Journal = {The Russell Sage Foundation journal of the social sciences : RSF}, Volume = {5}, Number = {2}, Pages = {1-18}, Year = {2019}, Month = {March}, url = {http://dx.doi.org/10.7758/rsf.2019.5.2.01}, Doi = {10.7758/rsf.2019.5.2.01}, Key = {fds376320} } @article{fds339380, Author = {Kassing, F and Godwin, J and Lochman, JE and Coie, JD and Conduct Problems Prevention Research Group}, Title = {Using Early Childhood Behavior Problems to Predict Adult Convictions.}, Journal = {Journal of abnormal child psychology}, Volume = {47}, Number = {5}, Pages = {765-778}, Year = {2019}, Month = {May}, 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 = {fds339380} } @article{fds272150, Author = {Group, CPPR}, Title = {Using the Fast Track Randomiized Prevention Trial to Test the Early-Starter Model of the Development of Serious Conduct Problems}, Journal = {Development and Psychopathology}, Volume = {14}, Number = {4}, Pages = {927-945}, Year = {2002}, ISSN = {0954-5794}, url = {http://www.ncbi.nlm.nih.gov/pubmed/12549710}, Abstract = {The Fast Track prevention trial was used to test hypotheses from the Early-Starter Model of the development of chronic conduct problems. We randomly assigned 891 high-risk first-grade boys and girls (51% African American) to receive the long-term Fast Track prevention or not. After 4 years, outcomes were assessed through teacher ratings, parent ratings, peer nominations, and child self-report. Positive effects of assignment to intervention were evident in teacher and parent ratings of conduct problems, peer social preference scores, and association with deviant peers. Assessments of proximal goals of intervention (e.g., hostile attributional bias, problem-solving skill, harsh parental discipline, aggressive and prosocial behavior at home and school) collected after grade 3 were found to partially mediate these effects. The findings are interpreted as consistent with developmental theory.}, Key = {fds272150} } @article{fds304169, Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ and Pinderhughes, EE and Conduct Problems Prevention Research Group}, Title = {Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems.}, Journal = {Development and psychopathology}, Volume = {14}, Number = {4}, Pages = {925-943}, Year = {2002}, Month = {January}, ISSN = {0954-5794}, url = {http://www.ncbi.nlm.nih.gov/pubmed/12549710}, Abstract = {The Fast Track prevention trial was used to test hypotheses from the Early-Starter Model of the development of chronic conduct problems. We randomly assigned 891 high-risk first-grade boys and girls (51% African American) to receive the long-term Fast Track prevention or not. After 4 years, outcomes were assessed through teacher ratings, parent ratings, peer nominations, and child self-report. Positive effects of assignment to intervention were evident in teacher and parent ratings of conduct problems, peer social preference scores, and association with deviant peers. Assessments of proximal goals of intervention (e.g., hostile attributional bias, problem-solving skill, harsh parental discipline, aggressive and prosocial behavior at home and school) collected after grade 3 were found to partially mediate these effects. The findings are interpreted as consistent with developmental theory.}, Doi = {10.1017/s0954579402004133}, Key = {fds304169} } @article{fds272082, Author = {Henry, and B, D and Miller-Johnson, and S, and Simon, and R, T and Schoeny, and E, M and Dodge, TM-SVPPKA and member}, Title = {Validity of teacher ratings in selecting influential aggressive adolescents for a targeted preventive intervention}, Journal = {Prevention Science}, Volume = {7}, Number = {1}, Pages = {31-41}, Year = {2006}, Month = {January}, url = {http://dx.doi.org/10.1007/s11121-005-0004-3}, Abstract = {This study describes a method for using teacher nominations and ratings to identify socially influential, aggressive middle school students for participation in a targeted violence prevention intervention. The teacher nomination method is compared with peer nominations of aggression and influence to obtain validity evidence. Participants were urban, predominantly African American and Latino sixth-grade students who were involved in a pilot study for a large multi-site violence prevention project. Convergent validity was suggested by the high correlation of teacher ratings of peer influence and peer nominations of social influence. The teacher ratings of influence demonstrated acceptable sensitivity and specificity when predicting peer nominations of influence among the most aggressive children. Results are discussed in terms of the application of teacher nominations and ratings in large trials and full implementation of targeted prevention programs.}, Doi = {10.1007/s11121-005-0004-3}, Key = {fds272082} } @article{fds45527, Author = {Pettit, G.S. and Dodge, K.A.}, Title = {Violent Children: Bridging Development , Intervention, and Public Policy}, Journal = {Developmental Psychology (Special Issue)}, Volume = {39}, Number = {2}, Year = {2004}, url = {http://dx.doi.org/10.1037//0012-1649.39.2.187}, Doi = {10.1037//0012-1649.39.2.187}, Key = {fds45527} } @article{fds272132, Author = {Pettit, GS and Dodge, KA}, Title = {Violent children: bridging development, intervention, and public policy.}, Journal = {Developmental psychology}, Volume = {39}, Number = {2}, Pages = {187-188}, Year = {2003}, Month = {March}, url = {http://dx.doi.org/10.1037/0012-1649.39.2.187}, Abstract = {Childhood violence is a major public health and social policy concern in the United States. Scientists and policymakers alike have increasingly turned their attention to the causes of childhood violence and the extent to which its course can be modified through well-planned preventive interventions. However, it is not apparent that policymakers draw upon basic research findings in formulating their priorities and policies, nor is it apparent that developmental scientists incorporate policy considerations and prevention findings into their research frameworks and designs. The goal of this special issue on violent children is to begin to bridge the gaps among basic developmental science, prevention science, and public policy.}, Doi = {10.1037/0012-1649.39.2.187}, Key = {fds272132} } @article{fds272056, Author = {Coleman, D and Dodge, K and Campbell, S}, Title = {Where and How to Draw the Line Between Reasonable Corporal Punishment and Abuse}, Journal = {Law & Contemporary Problems}, Volume = {73}, Number = {2}, Pages = {107-165}, Year = {2010}, ISSN = {0023-9186}, url = {http://hdl.handle.net/10161/3756 Duke open access}, Key = {fds272056} } @article{fds272059, Author = {Erath, SA and Pettit, GS and Dodge, KA and Bates, JE}, Title = {Who Dislikes Whom, and For Whom Does It Matter: Predicting Aggression in Middle Childhood.}, Journal = {Social development (Oxford, England)}, Volume = {18}, Number = {3}, Pages = {577-596}, Year = {2009}, Month = {August}, ISSN = {0961-205X}, url = {http://dx.doi.org/10.1111/j.1467-9507.2008.00497.x}, Abstract = {This study investigated the role of mutual dislike dyads (MDDs) in the development of aggressive behavior across the middle childhood years. Of particular interest was whether involvement in MDDs predicted later aggression, and whether the magnitude of the association between MDDs and later aggression varied based on characteristics of target children and 'others' involved in their MDDs. Data were collected on a community sample of 453 children participating in an ongoing longitudinal study. Classroom peer nomination and rating-scale measures were collected in kindergarten through third grade; aggressive behavior problems were assessed via teacher ratings in the early elementary years (kindergarten and first grade) and late elementary years (fourth and fifth grade). MDD involvement in the middle elementary years (second and third grade) was associated with higher levels of aggression in the late elementary years among boys (but not girls), and these predictions held after controlling for group-level peer disliking in the middle elementary years, aggression in the early elementary years, and demographic variables. The association between MDD involvement and subsequent aggression was also qualified by the aggressiveness of others in children's MDDs: Having more MDDs predicted later aggression only among boys whose MDDs involved mostly non-aggressive others.}, Doi = {10.1111/j.1467-9507.2008.00497.x}, Key = {fds272059} } @misc{fds271948, Author = {Dodge, KA and Kupersmidt, Janis B. and Fontaine, Reid Griffith}, Title = {Willie M.: Legacy of Legal, Social, and Policy Change on Behalf of Children}, Booktitle = {Report to the State of North Carolina, Division of Mental Health, Developmental Disabilities, and Substance Abuse Services}, Year = {2000}, url = {http://hdl.handle.net/10161/7489 Duke open access}, Key = {fds271948} } @article{fds327155, Author = {Deater-Deckard, K and Godwin, J and Lansford, JE and Bacchini, D and Bombi, AS and Bornstein, MH and Chang, L and Di Giunta and L and Dodge, KA and Malone, PS and Oburu, P and Pastorelli, C and Skinner, AT and Sorbring, E and Steinberg, L and Tapanya, S and Alampay, LP and Uribe Tirado and LM and Zelli, A and Al-Hassan, SM}, Title = {Within- and between-person and group variance in behavior and beliefs in cross-cultural longitudinal data.}, Journal = {Journal of adolescence}, Volume = {62}, Pages = {207-217}, Year = {2018}, Month = {January}, url = {http://dx.doi.org/10.1016/j.adolescence.2017.06.002}, Abstract = {This study grapples with what it means to be part of a cultural group, from a statistical modeling perspective. The method we present compares within- and between-cultural group variability, in behaviors in families. We demonstrate the method using a cross-cultural study of adolescent development and parenting, involving three biennial waves of longitudinal data from 1296 eight-year-olds and their parents (multiple cultures in nine countries). Family members completed surveys about parental negativity and positivity, child academic and social-emotional adjustment, and attitudes about parenting and adolescent behavior. Variance estimates were computed at the cultural group, person, and within-person level using multilevel models. Of the longitudinally consistent variance, most was within and not between cultural groups-although there was a wide range of between-group differences. This approach to quantifying cultural group variability may prove valuable when applied to quantitative studies of acculturation.}, Doi = {10.1016/j.adolescence.2017.06.002}, Key = {fds327155} } @article{fds272265, Author = {Dodge, KA}, Title = {Youth violence}, Journal = {Tennessee Teacher}, Volume = {60}, Pages = {2}, Year = {1992}, Key = {fds272265} } | |
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