Kenneth A. Dodge
%% Books
@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}
}
@book{fds45886,
Author = {Dodge, K.A. and Dishion, T.J. and Lansford, J.E.},
Title = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Year = {2006},
Key = {fds45886}
}
@book{fds38867,
Author = {Kupersmidt, J. and Dodge, K.A.},
Title = {Children’s peer relations: From development to
intervention to policy: A festschrift to honor John D.
Coie},
Publisher = {Washington, D.C.: American Psychological
Association},
Editor = {J. Kupersmidt and K.A. Dodge},
Year = {2004},
Key = {fds38867}
}
@book{fds38864,
Author = {Garber, J. and Dodge, K.A.},
Title = {The development of emotion regulation and
dysregulation},
Publisher = {New York: Cambridge University Press},
Editor = {J. Garber and K.A. Dodge},
Year = {1991},
Key = {fds38864}
}
@book{fds39756,
Author = {Dodge, K.A.},
Title = {Instructor's manual},
Booktitle = {To accompany: Abnormal psychology and normal
life},
Publisher = {Chicago: Scott, Foresman & Company},
Editor = {J. Coleman and J.M. Butcher and R.C. Carson},
Year = {1979},
Key = {fds39756}
}
@book{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}
}
%% Chapters in Books
@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}
}
@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{fds186603,
Author = {Conduct Problems Prevention Research Group},
Title = {The Fast Track Project: The prevention of severe conduct
problems in school-age youth},
Booktitle = {Handbook of clinical assessment and treatment of conduct
problems in youth},
Publisher = {Springer},
Address = {New York},
Editor = {R.C. Murrihy and A.D. Kidman and T.H. Ollendick},
Year = {2010},
Key = {fds186603}
}
@misc{fds167328,
Author = {Fontaine, R.G. and Dodge, K.A.},
Title = {Social Information Processing and Aggressive Behavior: A
Transactional Perspective},
Booktitle = {The Transactional Model of Development: How Children and
Contexts Shape Each Other},
Publisher = {American Psychological Association},
Address = {Washington, DC},
Editor = {Sameroff, A.J.},
Year = {2009},
Key = {fds167328}
}
@misc{fds367710,
Author = {Dodge, KA and Sherrill, MR},
Title = {The Interaction of Nature and Nurture in Antisocial
Behavior},
Pages = {215-242},
Booktitle = {CAMBRIDGE HANDBOOK OF VIOLENT BEHAVIOR AND
AGGRESSION},
Publisher = {Cambridge University Press},
Address = {New York},
Editor = {D. Flannery and A. Vazonsyi and I. Waldman},
Year = {2007},
Key = {fds367710}
}
@misc{fds45889,
Author = {Dodge, K.A. and Lansford, J.E. and Dishion, T.J.},
Title = {The problem of deviant peer influences in intervention
programs},
Pages = {3-13},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45889}
}
@misc{fds18114,
Author = {Dodge, K.A.},
Title = {Public policy and the 'discovery' of girls' aggressive
behavior},
Pages = {302-311},
Booktitle = {Aggression, antisocial behavior, and violence among girls: A
developmental perspective},
Publisher = {Guilford Press},
Editor = {M. Putallaz and K.L. Bierman},
Year = {2004},
Key = {fds18114}
}
@misc{fds13050,
Author = {Dodge, K.A.},
Title = {Preventing Aggressive Behavior Early in Life},
Booktitle = {Centre of Excellence for Early Childhood Development
Encyclopedia of Social and Emotional Development},
Editor = {R. dev Peters},
Year = {2003},
Key = {fds13050}
}
@misc{fds13060,
Author = {Bates, J.E. and Alexander, D. and Oberlander, S. and Dodge, K.A. and Petit, G.S.},
Title = {Antecedents of Sexual Activity at Ages 16 and 17 in a
Community Sample Followed from Age 5},
Pages = {206-237},
Booktitle = {Sexual Development},
Publisher = {Bloomington: Indiana University Press},
Editor = {J. Bancroft},
Year = {2003},
Key = {fds13060}
}
@misc{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{fds13038,
Author = {Dodge, K.A.},
Title = {Mediation, Moderation, and Mechanisms in How Parenting
Affects Children's Aggressive Behavior},
Pages = {215-229},
Booktitle = {Parenting and the Child's World},
Publisher = {Hillsdale, NJ: Lawrence Erlbaum},
Editor = {J. Borkowski},
Year = {2002},
Key = {fds13038}
}
@misc{fds13028,
Author = {Keiley, M.K. and Bates, J.E. and Dodge, K.A. and Petit,
G.S.},
Title = {Effects of Temperament of the Development of Externalizing
and Internalizing Behaviors over 9 Years},
Pages = {255-288},
Booktitle = {Advances in Psychological Research, Vol.
6},
Publisher = {Huntington, N.Y.: Nova Science Publishers,
Inc.},
Editor = {F. Columbus},
Year = {2001},
Key = {fds13028}
}
@misc{fds13032,
Author = {Zelli, A. and Dodge, K.A. and Lochman, J.E. and Laird, R.D. and The
Conduct Problems Prevention Research Group},
Title = {"La Distinzione tra credenze che legittimano l'aggresivita e
l'elaborazione deviante dei segnali sociali"},
Pages = {61-99},
Booktitle = {Giovani a rishio: Interventi possibili in realta
imposibili},
Publisher = {Milan, Italy: Franco-Angeli},
Year = {2001},
Key = {fds13032}
}
@misc{fds13008,
Author = {Dodge, K.A.},
Title = {Conduct Disorder},
Series = {Second},
Booktitle = {Handbook of Developmental Psychopathology},
Publisher = {New York: Plenum Press},
Editor = {Sameroff, A. and Lewis, M. and Miller, S.},
Year = {2000},
Key = {fds13008}
}
@misc{fds13009,
Author = {Dodge, K.A. and Zelli, A.},
Title = {La violenza nei giovani: Tendenze, sviluppo e
prevenzione},
Pages = {155-178},
Booktitle = {L'eta Sospesa: Itinerari del viaggio adolescenziale},
Publisher = {Manuali e Monografie di Psicologia Giunti.
Rome},
Editor = {G.V. Cappara and A. Fonzi},
Year = {2000},
Key = {fds13009}
}
@misc{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{fds13003,
Author = {Zelli, A. and Dodge, K.A.},
Title = {Personality Development from the Bottom Up},
Pages = {94-126},
Booktitle = {The Coherence of Personality: Social-Cognitive Bases of
Personality Consistency, Variability, and
Organization},
Publisher = {New York: Guilford},
Editor = {D. Cervone and Y. Shoda},
Year = {1999},
Key = {fds13003}
}
@misc{fds39026,
Author = {Schwartz, D. and McFadyen-Ketchum, S.A. and Dodge. K.A. and Pettit, G.S. and Bates, J.E.},
Title = {Peer group victimization as a predictor of children's
behavior problems at home and in school(Abstract)},
Booktitle = {Youth Update},
Publisher = {Institute for Advanced Study of Antisocial Behavior in
Youth, Etobicoke, Ontario},
Year = {1999},
Key = {fds39026}
}
@misc{fds39724,
Author = {Lemerise, E. and Dodge, K.A.},
Title = {The development of anger and hostile interactions},
Pages = {537-546},
Booktitle = {The handbook of emotion},
Publisher = {New York: Guilford Press},
Editor = {M. Lewis and J. Haviland},
Year = {1993},
Key = {fds39724}
}
@misc{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{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{fds39730,
Author = {Dodge, K.A. and Garber, J.},
Title = {Domains of emotion regulation},
Pages = {3-11},
Booktitle = {The development of emotion regulation and
dysregulation},
Publisher = {New York: Cambridge University Press},
Editor = {J. Garber and K.A. Dodge},
Year = {1991},
Key = {fds39730}
}
@misc{fds39731,
Author = {Dodge, K.A.},
Title = {Emotion and social information processing},
Pages = {159-181},
Booktitle = {The development of emotion regulation and
dysregulation},
Publisher = {New York: Cambridge University Press},
Editor = {J. Garber and K.A. Dodge},
Year = {1991},
Key = {fds39731}
}
@misc{fds44854,
Author = {Dodge, K.A.},
Title = {A social information processing model of social competence
in children (Reprint)},
Booktitle = {Child Development},
Publisher = {Boston, MA: Houghton Mifflen},
Editor = {D. Bukatko and M.W. Daehler},
Year = {1991},
Key = {fds44854}
}
@misc{fds39733,
Author = {Coie, J.D. and Dodge, K.A. and Kupersmidt, J.},
Title = {Group behavior and social status},
Pages = {17-59},
Booktitle = {Peer rejection in childhood: Origins, consequences, and
intervention},
Publisher = {New York: Cambridge University Press},
Editor = {S.R. Asher and J.D. Coie},
Year = {1990},
Key = {fds39733}
}
@misc{fds39734,
Author = {Dodge, K.A. and Feldman, E.},
Title = {Issues in social cognition and sociometric
status},
Pages = {119-155},
Booktitle = {Peer rejection in childhood: Origins, consequences, and
intervention},
Publisher = {New York: Cambridge University Press},
Editor = {S.R. Asher and J.D. Coie},
Year = {1990},
Key = {fds39734}
}
@misc{fds39736,
Author = {Crick, N.R. and Dodge, K.A.},
Title = {Children's evaluations of peer entry and conflict
situations: Social strategies, goals, and outcome
expectations},
Pages = {396-399},
Booktitle = {Social competence in developmental perspective},
Publisher = {Dordrecht, Netherlands: Kluwer Academic Publishers},
Editor = {B. Schneider and J. Nadel and G. Attili and R. Weissberg},
Year = {1989},
Key = {fds39736}
}
@misc{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{fds39739,
Author = {McFall, R.M. and McDonel, E.C. and Dodge, K.A. and Coie,
J.D.},
Title = {Social information processing and sexual
aggression},
Booktitle = {Proceedings of the NIMH Conference on assessment and
treatment of sexual offenders},
Publisher = {Washington, DC: U.S. Government Printing
Office.},
Editor = {J. Breiling},
Year = {1989},
Key = {fds39739}
}
@misc{fds39740,
Author = {Dodge, K.A. and Asher, S.R. and Parkhurst, J.},
Title = {Social life as a goal coordination task},
Pages = {107-135},
Booktitle = {Motivation in education},
Publisher = {Hillsdale, N. J.: Lawrence Erlbaum},
Editor = {C. Ames and R. Ames},
Year = {1989},
Key = {fds39740}
}
@misc{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{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{fds39748,
Author = {Dodge, K.A.},
Title = {Social information processing variables in the development
of aggression and altruism in children},
Pages = {280-302},
Booktitle = {The development of altruism and aggression: Social and
biological origin},
Publisher = {New York: Cambridge University Press},
Editor = {C. Zahn-Waxler and M. Cummings and M. Radke-Yarrow},
Year = {1986},
Key = {fds39748}
}
@misc{fds39749,
Author = {Dodge, K.A.},
Title = {Attributional bias in aggressive children},
Pages = {75-111},
Booktitle = {Advances in cognitive-behavioral research and
therapy},
Publisher = {New York: Academic Press},
Editor = {P. Kendall},
Year = {1985},
Key = {fds39749}
}
@misc{fds39750,
Author = {Dodge, K.A.},
Title = {Facets of social interaction and the assessment of social
competence in children},
Pages = {3-22},
Booktitle = {Children's peer relations: Issues in assessment and
training},
Publisher = {New York: Springer-Verlag},
Editor = {B.H. Schneider and K.H. Rubin and J.E. Ledingham},
Year = {1985},
Key = {fds39750}
}
@misc{fds39751,
Author = {Dodge, K.A. and Richard, B.A},
Title = {Peer perceptions, aggression, and the development of peer
relations},
Pages = {35-58},
Booktitle = {The development of social cognition},
Publisher = {New York: Springer-Verlag},
Editor = {J. Pryor and J. Day},
Year = {1985},
Key = {fds39751}
}
@misc{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}
}
%% Journal Articles
@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{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{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{fds271946,
Author = {Petersen, IT and Bates, JE and D'Onofrio, BM and Coyne, CA and Lansford,
JE and Dodge, KA and Pettit, GS and Van Hulle and CA},
Title = {Language ability predicts the development of behavior
problems in children.},
Journal = {Journal of abnormal psychology},
Volume = {122},
Number = {2},
Pages = {542-557},
Year = {2013},
Month = {May},
ISSN = {0021-843X},
url = {http://dx.doi.org/10.1037/a0031963},
Abstract = {Prior studies have suggested, but not fully established,
that language ability is important for regulating attention
and behavior. Language ability may have implications for
understanding attention-deficit hyperactivity disorder
(ADHD) and conduct disorders, as well as subclinical
problems. This article reports findings from two
longitudinal studies to test (a) whether language ability
has an independent effect on behavior problems, and (b) the
direction of effect between language ability and behavior
problems. In Study 1 (N = 585), language ability was
measured annually from ages 7 to 13 years by language
subtests of standardized academic achievement tests
administered at the children's schools. Inattentive-hyperactive
(I-H) and externalizing (EXT) problems were reported
annually by teachers and mothers. In Study 2 (N = 11,506),
language ability (receptive vocabulary) and mother-rated I-H
and EXT problems were measured biannually from ages 4 to 12
years. Analyses in both studies showed that language ability
predicted within-individual variability in the development
of I-H and EXT problems over and above the effects of sex,
ethnicity, socioeconomic status (SES), and performance in
other academic and intellectual domains (e.g., math, reading
comprehension, reading recognition, and short-term memory
[STM]). Even after controls for prior levels of behavior
problems, language ability predicted later behavior problems
more strongly than behavior problems predicted later
language ability, suggesting that the direction of effect
may be from language ability to behavior problems. The
findings suggest that language ability may be a useful
target for the prevention or even treatment of attention
deficits and EXT problems in children.},
Doi = {10.1037/a0031963},
Key = {fds271946}
}
@article{fds271956,
Author = {Dodge, KA and Godwin, J and Conduct Problems Prevention Research
Group},
Title = {Social-information-processing patterns mediate the impact of
preventive intervention on adolescent antisocial
behavior.},
Journal = {Psychological science},
Volume = {24},
Number = {4},
Pages = {456-465},
Year = {2013},
Month = {April},
ISSN = {0956-7976},
url = {http://www.ncbi.nlm.nih.gov/pubmed/23406610},
Abstract = {In the study reported here, we tested the hypothesis that
the Fast Track preventive intervention's positive impact on
antisocial behavior in adolescence is mediated by its impact
on social-cognitive processes during elementary school. Fast
Track is the largest and longest federally funded preventive
intervention trial for children showing aggressive behavior
at an early age. Participants were 891 high-risk
kindergarten children (69% male, 31% female; 49% ethnic
minority, 51% ethnic majority) who were randomly assigned to
an intervention or a control group by school cluster.
Multiyear intervention addressed social-cognitive processes
through social-skill training groups, parent groups,
classroom curricula, peer coaching, and tutoring. Assigning
children to the intervention decreased their mean
antisocial-behavior score after Grade 9 by 0.16 standardized
units (p < .01). Structural equation models indicated that
27% of the intervention's impact on antisocial behavior was
mediated by its impact on three social-cognitive processes:
reducing hostile-attribution biases, increasing competent
response generation to social problems, and devaluing
aggression. These findings support a model of antisocial
behavioral development mediated by social-cognitive
processes, and they guide prevention planners to focus on
these processes.},
Doi = {10.1177/0956797612457394},
Key = {fds271956}
}
@article{fds328784,
Author = {Makin-Byrd, K and Bierman, KL and Conduct Problems Prevention
Research Group},
Title = {Individual and family predictors of the perpetration of
dating violence and victimization in late
adolescence.},
Journal = {Journal of youth and adolescence},
Volume = {42},
Number = {4},
Pages = {536-550},
Year = {2013},
Month = {April},
url = {http://dx.doi.org/10.1007/s10964-012-9810-7},
Abstract = {Teen dating violence is a crime of national concern with
approximately one-fourth of adolescents reporting
victimization of physical, psychological, or sexual dating
violence each year. The present study examined how
aggressive family dynamics in both childhood and early
adolescence predicted the perpetration of dating violence
and victimization in late adolescence. Children (n = 401, 43
% female) were followed from kindergarten entry to the age
of 18 years. Early adolescent aggressive-oppositional
problems at home and aggressive-oppositional problems at
school each made unique predictions to the emergence of
dating violence in late adolescence. The results suggest
that aggressive family dynamics during childhood and early
adolescence influence the development of dating violence
primarily by fostering a child's oppositional-aggressive
responding style initially in the home, which is then
generalized to other contexts. Although this study is
limited by weaknesses detailed in the discussion, the
contribution of longitudinal evidence including parent,
teacher, and adolescent reports from both boys and girls, a
dual-emphasis on the prediction of perpetration and
victimization, as well as an analysis of both relations
between variables and person-oriented group comparisons
combine to make a unique contribution to the growing
literature on adolescent partner violence.},
Doi = {10.1007/s10964-012-9810-7},
Key = {fds328784}
}
@article{fds271954,
Author = {Witkiewitz, K and King, K and McMahon, RJ and Wu, J and Luk, J and Bierman,
KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and Pinderhughes, EE and Conduct Problems Prevention Research
Group},
Title = {Evidence for a multi-dimensional latent structural model of
externalizing disorders.},
Journal = {Journal of abnormal child psychology},
Volume = {41},
Number = {2},
Pages = {223-237},
Year = {2013},
Month = {February},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22936218},
Abstract = {Strong associations between conduct disorder (CD),
antisocial personality disorder (ASPD) and substance use
disorders (SUD) seem to reflect a general vulnerability to
externalizing behaviors. Recent studies have characterized
this vulnerability on a continuous scale, rather than as
distinct categories, suggesting that the revision of the
Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) take into account the underlying continuum of
externalizing behaviors. However, most of this research has
not included measures of disorders that appear in childhood
[e.g., attention-deficit/hyperactivity disorder (ADHD) or
oppositional defiant disorder (ODD)], nor has it considered
the full range of possibilities for the latent structure of
externalizing behaviors, particularly factor mixture models,
which allow for a latent factor to have both continuous and
categorical dimensions. Finally, the majority of prior
studies have not tested multidimensional models. Using
lifetime diagnoses of externalizing disorders from
participants in the Fast Track Project (n = 715), we
analyzed a series of latent variable models ranging from
fully continuous factor models to fully categorical mixture
models. Continuous models provided the best fit to the
observed data and also suggested that a two-factor model of
externalizing behavior, defined as (1) ODD+ADHD+CD and (2)
SUD with adult antisocial behavior sharing common variance
with both factors, was necessary to explain the covariation
in externalizing disorders. The two-factor model of
externalizing behavior was then replicated using a
nationally representative sample drawn from the National
Comorbidity Survey-Replication data (n = 5,692). These
results have important implications for the
conceptualization of externalizing disorders in
DSM-5.},
Doi = {10.1007/s10802-012-9674-z},
Key = {fds271954}
}
@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{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{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{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{fds272010,
Author = {Lansford, JE and Wager, LB and Bates, JE and Pettit, GS and Dodge,
KA},
Title = {Forms of Spanking and Children's Externalizing
Behaviors.},
Journal = {Family relations},
Volume = {61},
Number = {2},
Pages = {224-236},
Year = {2012},
Month = {April},
ISSN = {0197-6664},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22544988},
Abstract = {Research suggests that corporal punishment is related to
higher levels of child externalizing behavior, but there has
been controversy regarding whether infrequent, mild spanking
predicts child externalizing or whether more severe and
frequent forms of corporal punishment account for the link.
Mothers rated the frequency with which they spanked and
whether they spanked with a hand or object when their child
was 6, 7, and 8 years old. Mothers and teachers rated
children's externalizing behaviors at each age. Analyses of
covariance revealed higher levels of mother-reported
externalizing behavior for children who experienced harsh
spanking. Structural equation models for children who
experienced no spanking or mild spanking only revealed that
spanking was related to concurrent and prior, but not
subsequent, externalizing. Mild spanking in one year was a
risk factor for harsh spanking in the next year. Findings
are discussed in the context of efforts to promote
children's rights to protection.},
Doi = {10.1111/j.1741-3729.2011.00700.x},
Key = {fds272010}
}
@article{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{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{fds272024,
Author = {Kupersmidt, JB and Stelter, R and Dodge, KA},
Title = {Development and validation of the social information
processing application: a Web-based measure of social
information processing patterns in elementary school-age
boys.},
Journal = {Psychological assessment},
Volume = {23},
Number = {4},
Pages = {834-847},
Year = {2011},
Month = {December},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21534693},
Abstract = {The purpose of this study was to evaluate the psychometric
properties of an audio computer-assisted self-interviewing
Web-based software application called the Social Information
Processing Application (SIP-AP) that was designed to assess
social information processing skills in boys in 3rd through
5th grades. This study included a racially and ethnically
diverse sample of 244 boys ages 8 through 12 (M = 9.4) from
public elementary schools in 3 states. The SIP-AP includes 8
videotaped vignettes, filmed from the first-person
perspective, that depict common misunderstandings among
boys. Each vignette shows a negative outcome for the victim
and ambiguous intent on the part of the perpetrator. Boys
responded to 16 Web-based questions representing the 5
social information processing mechanisms, after viewing each
vignette. Parents and teachers completed measures assessing
boys' antisocial behavior. Confirmatory factor analyses
revealed that a model positing the original 5 cognitive
mechanisms fit the data well when the items representing
prosocial cognitions were included on their own factor,
creating a 6th factor. The internal consistencies for each
of the 16 individual cognitions as well as for the 6
cognitive mechanism scales were excellent. Boys with
elevated scores on 5 of the 6 cognitive mechanisms exhibited
more antisocial behavior than boys whose scores were not
elevated. These findings highlight the need for further
research on the measurement of prosocial cognitions or
cognitive strengths in boys in addition to assessing
cognitive deficits. Findings suggest that the SIP-AP is a
reliable and valid tool for use in future research of social
information processing skills in boys.},
Doi = {10.1037/a0023621},
Key = {fds272024}
}
@article{fds272028,
Author = {Latendresse, SJ and Bates, JE and Goodnight, JA and Lansford, JE and Budde, JP and Goate, A and Dodge, KA and Pettit, GS and Dick,
DM},
Title = {Differential susceptibility to adolescent externalizing
trajectories: examining the interplay between CHRM2 and peer
group antisocial behavior.},
Journal = {Child development},
Volume = {82},
Number = {6},
Pages = {1797-1814},
Year = {2011},
Month = {November},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/j.1467-8624.2011.01640.x},
Abstract = {The present study characterized prototypical patterns of
development in self-reported externalizing behavior, between
12 and 22 years of age, within a community sample of 452
genotyped individuals. A Caucasian subset (n = 378) was then
examined to determine whether their probabilities of
displaying discrete trajectories were differentially
associated with CHRM2, a gene implicated in self-regulatory
processes across a range of externalizing behaviors, and if
affiliating with antisocial peers moderated these
associations. Findings indicate that relative to a normative
"lower risk" externalizing trajectory, likelihood of
membership in two "higher risk" trajectories increased with
each additional copy of the minor allelic variant at CHRM2,
and that this association was exacerbated among those
exposed to higher levels of peer group antisocial
behavior.},
Doi = {10.1111/j.1467-8624.2011.01640.x},
Key = {fds272028}
}
@article{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{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{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{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{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{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{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{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{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{fds272034,
Author = {Thomas, DE and Bierman, KL and Powers, CJ and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ},
Title = {The influence of classroom aggression and classroom climate
on the early development of aggressive-disruptive behavior
problems in school},
Journal = {Child Development},
Volume = {82},
Number = {3},
Pages = {751-757},
Year = {2011},
url = {http://hdl.handle.net/10161/7997 Duke open
access},
Key = {fds272034}
}
@article{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{fds272015,
Author = {Donahue, KL and D'Onofrio, BM and Bates, JE and Lansford, JE and Dodge,
KA and Pettit, GS},
Title = {Early exposure to parents' relationship instability:
implications for sexual behavior and depression in
adolescence.},
Journal = {The Journal of adolescent health : official publication of
the Society for Adolescent Medicine},
Volume = {47},
Number = {6},
Pages = {547-554},
Year = {2010},
Month = {December},
ISSN = {1054-139X},
url = {http://dx.doi.org/10.1016/j.jadohealth.2010.04.004},
Abstract = {<h4>Purpose</h4>Examine the effects of the timing of
parents' relationship instability on adolescent sexual and
mental health.<h4>Methods</h4>We assessed whether the timing
of parents' relationship instability predicted adolescents'
history of sexual partnerships (SP) and major depressive
episodes. Multivariate logistic regression analyses
controlled for potential mediators related to parenting and
the family, including parent knowledge of activities,
parent-child relationship quality, number of parents'
post-separation relationship transitions, and number of
available caregivers. Participants were assessed annually
from age 5 through young adulthood as part of a multisite
community sample (N = 585).<h4>Results</h4>Participants who
experienced parents' relationship instability before age 5
were more likely to report SP at age 16 (odds ratio
[OR](adj) = 1.58) or an episode of major depression during
adolescence (OR(adj) = 2.61). Greater parent knowledge at
age 12 decreased the odds of SP at age 16, but none of the
hypothesized parenting and family variables statistically
mediated the association between early instability and SP or
major depressive episode.<h4>Conclusions</h4>These results
suggest that experiencing parents' relationship instability
in early childhood is associated with sexual behavior and
major depression in adolescence, but these associations are
not explained by the parenting and family variables included
in our analyses. Limitations of the current study and
implications for future research are discussed.},
Doi = {10.1016/j.jadohealth.2010.04.004},
Key = {fds272015}
}
@article{fds272014,
Author = {Miller, S and Malone, PS and Dodge, KA and Conduct Problems
Prevention Research Group},
Title = {Developmental trajectories of boys' and girls' delinquency:
sex differences and links to later adolescent
outcomes.},
Journal = {Journal of abnormal child psychology},
Volume = {38},
Number = {7},
Pages = {1021-1032},
Year = {2010},
Month = {October},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-010-9430-1},
Abstract = {This study examined gender differences in trajectories of
delinquent behaviors over a 6-year period in adolescence and
differential outcomes of these diverse developmental
pathways. Participants were 754 children who were part of a
longitudinal study of the development of early starting
conduct problems. Four trajectory patterns were identified
across grades 7-12: increasing, desisting, chronic, and
nonproblem groups. Although the proportion of boys and girls
varied across the pathways, both genders were represented on
these trajectories. Boys were more represented on the
chronic and desisting trajectories; girls were more
represented in the nonproblem group. However, the proportion
of boys and girls was similar in the increasing trajectory.
Trajectory membership significantly predicted age 19
outcomes for partner violence, risky sexual behavior and
depression, and the risk conferred on these negative
adjustment outcomes did not vary by gender. The overall
pattern was characterized by poor outcomes at age 19 for
youth in both the chronic and the increasing trajectories.
The major conclusion is that, other than base rate
differences, developmental patterns and outcomes for girls
mimic those previously found for boys.},
Doi = {10.1007/s10802-010-9430-1},
Key = {fds272014}
}
@article{fds272039,
Author = {Wu, J and Witkiewitz, K and McMahon, RJ and Dodge, KA and Conduct
Problems Prevention Research Group},
Title = {A parallel process growth mixture model of conduct problems
and substance use with risky sexual behavior.},
Journal = {Drug and alcohol dependence},
Volume = {111},
Number = {3},
Pages = {207-214},
Year = {2010},
Month = {October},
ISSN = {0376-8716},
url = {http://dx.doi.org/10.1016/j.drugalcdep.2010.04.013},
Abstract = {Conduct problems, substance use, and risky sexual behavior
have been shown to coexist among adolescents, which may lead
to significant health problems. The current study was
designed to examine relations among these problem behaviors
in a community sample of children at high risk for conduct
disorder. A latent growth model of childhood conduct
problems showed a decreasing trend from grades K to 5.
During adolescence, four concurrent conduct problem and
substance use trajectory classes were identified (high
conduct problems and high substance use, increasing conduct
problems and increasing substance use, minimal conduct
problems and increasing substance use, and minimal conduct
problems and minimal substance use) using a parallel process
growth mixture model. Across all substances (tobacco, binge
drinking, and marijuana use), higher levels of childhood
conduct problems during kindergarten predicted a greater
probability of classification into more problematic
adolescent trajectory classes relative to less problematic
classes. For tobacco and binge drinking models, increases in
childhood conduct problems over time also predicted a
greater probability of classification into more problematic
classes. For all models, individuals classified into more
problematic classes showed higher proportions of early
sexual intercourse, infrequent condom use, receiving money
for sexual services, and ever contracting an STD.
Specifically, tobacco use and binge drinking during early
adolescence predicted higher levels of sexual risk taking
into late adolescence. Results highlight the importance of
studying the conjoint relations among conduct problems,
substance use, and risky sexual behavior in a unified
model.},
Doi = {10.1016/j.drugalcdep.2010.04.013},
Key = {fds272039}
}
@article{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{fds272048,
Author = {Lansford, JE and Yu, T and Erath, S and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Developmental Precursors of Number of Sexual Partners from
Age 16 to 22.},
Journal = {Journal of research on adolescence : the official journal of
the Society for Research on Adolescence},
Volume = {20},
Number = {3},
Pages = {651-677},
Year = {2010},
Month = {September},
ISSN = {1050-8392},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20823951},
Abstract = {This study examines family and child characteristics, parent
and peer relationships, and early adolescent behavior as
statistical predictors of trajectories of number of sexual
partners from mid-adolescence through early adulthood using
data from 527 participants in the Child Development Project.
Early adolescent developmental antecedents accounted for
modest variance in number of sexual partners. Latent growth
models revealed that African American race, more advanced
pubertal development, lower parental monitoring knowledge,
association with more deviant peers, and lower GPA in early
adolescence each predicted having more sexual partners at
age 16. In addition, non-African American race, lower child
IQ, higher parental monitoring knowledge, and lower early
adolescent internalizing problems each was associated with a
higher rate of growth in number of sexual partners over time
at the ages following 16. Latent growth mixture modeling
identified subgroups with distinct trajectories of
involvement with sexual partners that were associated with
family and child characteristics, parent and peer
relationships, and behavior in early adolescence.},
Doi = {10.1111/j.1532-7795.2010.00654.x},
Key = {fds272048}
}
@article{fds272041,
Author = {Lansford, JE and Malone, PS and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Developmental cascades of peer rejection, social information
processing biases, and aggression during middle
childhood.},
Journal = {Development and psychopathology},
Volume = {22},
Number = {3},
Pages = {593-602},
Year = {2010},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20576181},
Abstract = {This study tested a developmental cascade model of peer
rejection, social information processing (SIP), and
aggression using data from 585 children assessed at 12 time
points from kindergarten through Grade 3. Peer rejection had
direct effects on subsequent SIP problems and aggression.
SIP had direct effects on subsequent peer rejection and
aggression. Aggression had direct effects on subsequent peer
rejection. Each construct also had indirect effects on each
of the other constructs. These findings advance the
literature beyond a simple mediation approach by
demonstrating how each construct effects changes in the
others in a snowballing cycle over time. The progressions of
SIP problems and aggression cascaded through lower liking,
and both better SIP skills and lower aggression facilitated
the progress of social preference. Findings are discussed in
terms of the dynamic, developmental relations among social
environments, cognitions, and behavioral
adjustment.},
Doi = {10.1017/s0954579410000301},
Key = {fds272041}
}
@article{fds272042,
Author = {Conduct Problems Prevention Research Group},
Title = {Fast Track intervention effects on youth arrests and
delinquency.},
Journal = {Journal of experimental criminology},
Volume = {6},
Number = {2},
Pages = {131-157},
Year = {2010},
Month = {June},
ISSN = {1573-3750},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000295470600002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper examines the effects of the Fast Track preventive
intervention on youth arrests and self-reported delinquent
behavior through age 19. High-risk youth randomly assigned
to receive a long-term, comprehensive preventive
intervention from 1st grade through 10th grade at four sites
were compared to high-risk control youth. Findings indicated
that random assignment to Fast Track reduced court-recorded
juvenile arrest activity based on a severity weighted sum of
juvenile arrests. Supplementary analyses revealed an
intervention effect on the reduction in the number of
court-recorded moderate-severity juvenile arrests, relative
to control children. In addition, among youth with higher
initial behavioral risk, the intervention reduced the number
of high-severity adult arrests relative to the control
youth. Survival analyses examining the onset of arrests and
delinquent behavior revealed a similar pattern of findings.
Intervention decreased the probability of any juvenile
arrest among intervention youth not previously arrested. In
addition, intervention decreased the probability of a
self-reported high-severity offense among youth with no
previous self-reported high-severity offense. Intervention
effects were also evident on the onset of high-severity
court-recorded adult arrests among participants, but these
effects varied by site. The current findings suggest that
comprehensive preventive intervention can prevent juvenile
arrest rates, although the presence and nature of
intervention effects differs by outcome.},
Doi = {10.1007/s11292-010-9091-7},
Key = {fds272042}
}
@article{fds272045,
Author = {Edwards, AC and Dodge, KA and Latendresse, SJ and Lansford, JE and Bates, JE and Pettit, GS and Budde, JP and Goate, AM and Dick,
DM},
Title = {MAOA-uVNTR and early physical discipline interact to
influence delinquent behavior.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {51},
Number = {6},
Pages = {679-687},
Year = {2010},
Month = {June},
ISSN = {0021-9630},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=000272027300049&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {<h4>Background</h4>A functional polymorphism in the promoter
region of the monoamine oxidizing gene monoamine oxidase A
(MAOA) has been associated with behavioral sensitivity to
adverse environmental conditions in multiple studies (e.g.,
Caspi et al. 2002; Kim-Cohen et al., 2006). The present
study investigates the effects of genotype and early
physical discipline on externalizing behavior. We expand on
the current literature in our assessment of externalizing,
incorporating information across multiple reporters and over
a broad developmental time period, and in our understanding
of environmental risk.<h4>Method</h4>This study uses data
from the Child Development Project, an ongoing longitudinal
study following a community sample of children beginning at
age 5. Physical discipline before age 6 was quantified using
a subset of questions from the Conflict Tactics Scale
(Straus, 1979). Externalizing behavior was assessed in the
male, European-American sub-sample (N = 250) by parent,
teacher, and self-report using Achenbach's Child Behavior
Checklist, Teacher Report Form, and Youth Self-Report
(Achenbach, 1991), at 17 time points from ages 6 to 22.
Regression analyses tested the influence of genotype,
physical discipline, and their interaction on externalizing
behavior, and its subscales, delinquency and
aggression.<h4>Results</h4>We found a significant
interaction effect between genotype and physical discipline
on levels of delinquent behavior. Similar trends were
observed for aggression and overall externalizing behavior,
although these did not reach statistical significance. Main
effects of physical discipline held for all outcome
variables, and no main effects held for genotype.<h4>Conclusion</h4>The
adverse consequences of physical discipline on forms of
externalizing behavior are exacerbated by an underlying
biological risk conferred by MAOA genotype.},
Doi = {10.1111/j.1469-7610.2009.02196.x},
Key = {fds272045}
}
@article{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{fds272052,
Author = {Dodge, KA and McCourt, SN},
Title = {Translating models of antisocial behavioral development into
efficacious intervention policy to prevent adolescent
violence.},
Journal = {Developmental psychobiology},
Volume = {52},
Number = {3},
Pages = {277-285},
Year = {2010},
Month = {April},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20175096},
Abstract = {Adolescent chronic antisocial behavior is costly but
concentrated in a relatively small number of individuals.
The search for effective preventive interventions draws from
empirical findings of three kinds of gene-by-environment
interactions: (1) parenting behaviors mute the impact of
genes; (2) genes alter the impact of traumatic environmental
experiences such as physical abuse and peer social
rejection; and (3) individuals and environments influence
each other in a dynamic developmental cascade. Thus,
environmental interventions that focus on high-risk youth
may prove effective. The Fast Track intervention and
randomized controlled trial are described. The intervention
is a 10-year series of efforts to produce proximal change in
parenting, peer relations, social cognition, and academic
performance in order to lead to distal prevention of
adolescent conduct disorder. Findings indicate that conduct
disorder cases can be prevented, but only in the highest
risk group of children. Implications for policy are
discussed.},
Doi = {10.1002/dev.20440},
Key = {fds272052}
}
@article{fds272054,
Author = {Pettit, GS and Lansford, JE and Malone, PS and Dodge, KA and Bates,
JE},
Title = {Domain specificity in relationship history,
social-information processing, and violent behavior in early
adulthood.},
Journal = {Journal of personality and social psychology},
Volume = {98},
Number = {2},
Pages = {190-200},
Year = {2010},
Month = {February},
ISSN = {0022-3514},
url = {http://dx.doi.org/10.1037/a0017991},
Abstract = {Using prospective longitudinal data, we tested 5 hypotheses:
(a) that the relation between earlier developmental
experiences (peer social rejection and victimization in a
romantic relationship) and adult violent behavior toward
peers and romantic partners is specific to relationship
domain; (b) that the relation between social-information
processing (SIP) biases and subsequent violence is also
specific to relational domain (romantic partner vs. peer);
(c) that the relation between developmental experiences and
SIP biases is domain specific; (d) that domain-specific SIP
mediates the impact of earlier developmental experiences on
later violent behavior; and (e) that harsh parenting early
in life is a domain-general predictor of SIP and later
violent behavior. Harsh parenting was assessed through
interviews with parents when their children were age 5
years. Classroom sociometric assessments indexing peer
rejection were completed in elementary school, and
self-report of victimization by romantic partners was
provided at age 18 years. SIP was assessed via interview at
age 22 years, and violent behavior was measured via self-
and partner report at ages 23 years and 24 years. Structural
equation analyses revealed specificity in the relation
between developmental experiences and violence and in the
prediction to and from SIP in the peer domain, but not in
the romantic-relationship domain. The impact of early harsh
treatment on violence toward peers was mediated by SIP
biases in the peer domain. These findings provide support
for domain specificity in the peer domain but for
cross-domain generality in the romantic relationship domain
in the development of violent behavior in early
adulthood.},
Doi = {10.1037/a0017991},
Key = {fds272054}
}
@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{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{fds272038,
Author = {McMahon, and J, R and Witkiewitz, and K, and Kotler, and S, J and Group,
TCPPR},
Title = {Predictive validity of callous-unemotional traits measured
in early adolescence with respect to multiple antisocial
outcomes},
Journal = {Journal of Abnormal Psychology},
Volume = {119},
Number = {4},
Pages = {752-763},
Publisher = {American Psychological Association (APA)},
Year = {2010},
url = {http://dx.doi.org/10.1037/a0020796},
Abstract = {This study investigated the predictive validity of youth
callous-unemotional (CU) traits, as measured in early
adolescence (Grade 7) by the Antisocial Process Screening
Device (APSD; Frick & Hare, 2001), in a longitudinal sample
(N = 754). Antisocial outcomes, assessed in adolescence and
early adulthood, included self-reported general delinquency
from 7th grade through 2 years post-high school,
self-reported serious crimes through 2 years post-high
school, juvenile and adult arrest records through 1 year
post-high school, and antisocial personality disorder
symptoms and diagnosis at 2 years post-high school. CU
traits measured in 7th grade were highly predictive of 5 of
the 6 antisocial outcomes-general delinquency, juvenile and
adult arrests, and early adult antisocial personality
disorder criterion count and diagnosis-over and above prior
and concurrent conduct problem behavior (i.e., criterion
counts of oppositional defiant disorder and conduct
disorder) and attention-deficit/hyperactivity disorder
(criterion count). Incorporating a CU traits specifier for
those with a diagnosis of conduct disorder improved the
positive prediction of antisocial outcomes, with a very low
false-positive rate. There was minimal evidence of
moderation by sex, race, or urban/rural status. Urban/rural
status moderated one finding, with being from an urban area
associated with stronger relations between CU traits and
adult arrests. Findings clearly support the inclusion of CU
traits as a specifier for the diagnosis of conduct disorder,
at least with respect to predictive validity.},
Doi = {10.1037/a0020796},
Key = {fds272038}
}
@article{fds272040,
Author = {Thomas, DE and Bierman, KL and Thompson, C and Powers, CJ and Coie,
JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon,
RJ},
Title = {Double jeopardy: Child and school characteristics that
undermine school readiness and predict disruptive behavior
at school entry},
Journal = {School Psychology Review},
Year = {2010},
url = {http://hdl.handle.net/10161/7998 Duke open
access},
Key = {fds272040}
}
@article{fds272043,
Author = {Lanza, and T, S and Rhoades, and L, B and Nix, and L, R and Greenberg, and T,
M and Group, TCPPR},
Title = {Modeling the interplay of multilevel risk factors for future
academic and behavior problems: A person-centered
approach},
Journal = {Development and Psychopathology},
Volume = {22},
Pages = {313-335},
Year = {2010},
url = {http://dx.doi.org/10.1017/S0954579410000088},
Doi = {10.1017/S0954579410000088},
Key = {fds272043}
}
@article{fds272047,
Author = {Fontaine, RG and Yang, C and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Development of response evaluation and decision (RED) and
antisocial behavior in childhood and adolescence},
Journal = {Developmental Psychology},
Volume = {38},
Pages = {615-626},
Year = {2010},
url = {http://dx.doi.org/10.1037/a0014142},
Doi = {10.1037/a0014142},
Key = {fds272047}
}
@article{fds272055,
Author = {Jones, D and Godwin, J and Dodge, KA and Bierman, K and Coie, JD and Greenberg, M and Lochman, JE and McMahon, RJ and Pinderhughes,
E},
Title = {The impact of the Fast Track Prevention Trial on health
services utilization by youth at risk for conduct
problems},
Journal = {Pediatrics},
Volume = {125},
Pages = {130-136},
Year = {2010},
url = {http://dx.doi.org/10.1542/peds.2009-0322},
Doi = {10.1542/peds.2009-0322},
Key = {fds272055}
}
@article{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{fds272060,
Author = {Erath, SA and Keiley, MK and Pettit, GS and Lansford, JE and Dodge, KA and Bates, JE},
Title = {Behavioral predictors of mental health service utilization
in childhood through adolescence.},
Journal = {Journal of developmental and behavioral pediatrics :
JDBP},
Volume = {30},
Number = {6},
Pages = {481-488},
Year = {2009},
Month = {December},
ISSN = {0196-206X},
url = {http://dx.doi.org/10.1097/dbp.0b013e3181c35938},
Abstract = {<h4>Objectives</h4>This study investigated predictors of
mental health service utilization from age 5 through age
16.<h4>Methods</h4>Data were collected on a community sample
of 399 children, including 338 European Americans and 61
African Americans. Internalizing and externalizing behaviors
were assessed by maternal and teacher reports in
kindergarten. History of mental health service utilization
was assessed by maternal reports when participants were 16
years old.<h4>Results</h4>On average, the probability of
first-time mental health service utilization increased in
early to middle childhood, stabilized, and then increased in
early adolescence. Mother reports of internalizing behaviors
(independent of teacher reports of externalizing behaviors)
predicted an increased likelihood of service use among
European American children but a decreased likelihood of
service use among African American children. Externalizing
behaviors (independent of internalizing behaviors) predicted
a higher likelihood of first-time service use in middle
childhood. The combination of elevated internalizing and
externalizing behaviors predicted a higher likelihood of
first-time service use in adolescence, mainly among European
American children.<h4>Conclusions</h4>This study provides
evidence that elevated mother-reported internalizing
behaviors are less likely to forecast mental health service
utilization among African American children compared with
European American children. To meet the mental health
service needs of all children, it is critical to further
examine reasons for service utilization and underutilization
among children with internalizing problems.},
Doi = {10.1097/dbp.0b013e3181c35938},
Key = {fds272060}
}
@article{fds272066,
Author = {Lansford, JE and Criss, MM and Dodge, KA and Shaw, DS and Pettit, GS and Bates, JE},
Title = {Trajectories of physical discipline: early childhood
antecedents and developmental outcomes.},
Journal = {Child development},
Volume = {80},
Number = {5},
Pages = {1385-1402},
Year = {2009},
Month = {September},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19765007},
Abstract = {This study examined childhood antecedents and developmental
outcomes associated with trajectories of mild and harsh
parental physical discipline. Interview, questionnaire, and
observational data were available from 499 children followed
from ages 5 to 16 and from 258 children in an independent
sample followed from ages 5 to 15. Analyses indicated
distinct physical discipline trajectory groups that varied
in frequency of physical discipline and rate of change. In
both samples, family ecological disadvantage differentiated
the trajectory groups; in the first sample, early child
externalizing also differentiated the groups. Controlling
for early childhood externalizing, the minimal/ceasing
trajectory groups were associated with the lowest levels of
subsequent adolescent antisocial behavior in both samples
and with parent-adolescent positive relationship quality in
the second sample.},
Doi = {10.1111/j.1467-8624.2009.01340.x},
Key = {fds272066}
}
@article{fds272059,
Author = {Erath, SA and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Who Dislikes Whom, and For Whom Does It Matter: Predicting
Aggression in Middle Childhood.},
Journal = {Social development (Oxford, England)},
Volume = {18},
Number = {3},
Pages = {577-596},
Year = {2009},
Month = {August},
ISSN = {0961-205X},
url = {http://dx.doi.org/10.1111/j.1467-9507.2008.00497.x},
Abstract = {This study investigated the role of mutual dislike dyads
(MDDs) in the development of aggressive behavior across the
middle childhood years. Of particular interest was whether
involvement in MDDs predicted later aggression, and whether
the magnitude of the association between MDDs and later
aggression varied based on characteristics of target
children and 'others' involved in their MDDs. Data were
collected on a community sample of 453 children
participating in an ongoing longitudinal study. Classroom
peer nomination and rating-scale measures were collected in
kindergarten through third grade; aggressive behavior
problems were assessed via teacher ratings in the early
elementary years (kindergarten and first grade) and late
elementary years (fourth and fifth grade). MDD involvement
in the middle elementary years (second and third grade) was
associated with higher levels of aggression in the late
elementary years among boys (but not girls), and these
predictions held after controlling for group-level peer
disliking in the middle elementary years, aggression in the
early elementary years, and demographic variables. The
association between MDD involvement and subsequent
aggression was also qualified by the aggressiveness of
others in children's MDDs: Having more MDDs predicted later
aggression only among boys whose MDDs involved mostly
non-aggressive others.},
Doi = {10.1111/j.1467-9507.2008.00497.x},
Key = {fds272059}
}
@article{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{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{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{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{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{fds272083,
Author = {Fite, JE and Bates, JE and Holtzworth-Munroe, A and Dodge, KA and Nay,
SY and Pettit, GS},
Title = {Social information processing mediates the intergenerational
transmission of aggressiveness in romantic
relationships.},
Journal = {Journal of family psychology : JFP : journal of the Division
of Family Psychology of the American Psychological
Association (Division 43)},
Volume = {22},
Number = {3},
Pages = {367-376},
Year = {2008},
Month = {June},
ISSN = {0893-3200},
url = {http://dx.doi.org/10.1037/0893-3200.22.3.367},
Abstract = {This study explored the K. A. Dodge (1986) model of social
information processing as a mediator of the association
between interparental relationship conflict and subsequent
offspring romantic relationship conflict in young adulthood.
The authors tested 4 social information processing stages
(encoding, hostile attributions, generation of aggressive
responses, and positive evaluation of aggressive responses)
in separate models to explore their independent effects as
potential mediators. There was no evidence of mediation for
encoding and attributions. However, there was evidence of
significant mediation for both the response generation and
response evaluation stages of the model. Results suggest
that the ability of offspring to generate varied social
responses and effectively evaluate the potential outcome of
their responses at least partially mediates the
intergenerational transmission of relationship
conflict.},
Doi = {10.1037/0893-3200.22.3.367},
Key = {fds272083}
}
@article{fds272007,
Author = {Lansford, JE and Miller-Johnson, S and Berlin, LJ and Dodge, KA and Bates, JE and Pettit, GS},
Title = {Early physical abuse and later violent delinquency: a
prospective longitudinal study.},
Journal = {Child maltreatment},
Volume = {12},
Number = {3},
Pages = {233-245},
Year = {2007},
Month = {August},
ISSN = {1077-5595},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17631623},
Abstract = {In this prospective longitudinal study of 574 children
followed from age 5 to age 21, the authors examine the links
between early physical abuse and violent delinquency and
other socially relevant outcomes during late adolescence or
early adulthood and the extent to which the child's race and
gender moderate these links. Analyses of covariance
indicated that individuals who had been physically abused in
the first 5 years of life were at greater risk for being
arrested as juveniles for violent, nonviolent, and status
offenses. Moreover, physically abused youth were less likely
to have graduated from high school and more likely to have
been fired in the past year, to have been a teen parent, and
to have been pregnant or impregnated someone in the past
year while not married. These effects were more pronounced
for African American than for European American youth and
somewhat more pronounced for females than for
males.},
Doi = {10.1177/1077559507301841},
Key = {fds272007}
}
@article{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{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{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}
}
@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{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{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{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{fds272110,
Author = {Dodge, KA},
Title = {Translational science in action: hostile attributional style
and the development of aggressive behavior
problems.},
Journal = {Development and psychopathology},
Volume = {18},
Number = {3},
Pages = {791-814},
Year = {2006},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17152401},
Abstract = {A model of the development of hostile attributional style
and its role in children's aggressive behavior is proposed,
based on the translation of basic science in ethology,
neuroscience, social psychology, personality psychology, and
developmental psychology. Theory and findings from these
domains are reviewed and synthesized in the proposed model,
which posits that (a) aggressive behavior and hostile
attributions are universal human characteristics, (b)
socialization leads to the development of benign
attributions, (c) individual differences in attributional
style account for differences in aggressive behavior, and
(d) interventions to change attributions have the potential
to alter antisocial development. Challenges for future
research are described.},
Doi = {10.1017/s0954579406060391},
Key = {fds272110}
}
@article{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{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{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{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{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{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{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{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{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{fds272286,
Author = {Gifford Smith and M and Dodge, KA and Dishion, TJ and McCord,
J},
Title = {Peer influence in children and adolescents: Crossing the
bridge between developmental and intervention
science},
Journal = {Journal of Abnormal Child Psychology},
Volume = {33},
Number = {3},
Pages = {255-265},
Year = {2005},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15957555},
Abstract = {Considerable evidence supports the hypothesis that peer
relationships influence the growth of problem behavior in
youth. Developmental research consistently documents the
high levels of covariation between peer and youth deviance,
even controlling for selection effects. Ironically, the most
common public interventions for deviant youth involve
segregation from mainstream peers and aggregation into
settings with other deviant youth. Developmental research on
peer influence suggests that desired positive effects of
group interventions in education, mental health, juvenile
justice, and community programming may be offset by deviant
peer influences in these settings. Given the public health
policy issues raised by these findings, there is a need to
better understand the conditions under which these peer
contagion effects are most pronounced with respect to
intervention foci and context, the child's developmental
level, and specific strategies for managing youth behavior
in groups.},
Doi = {10.1007/s10802-005-3563-7},
Key = {fds272286}
}
@article{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{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{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{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{fds272292,
Author = {Group, CPPR and Rhule, and D, and Vitaro, and F, and Vachon, and J},
Title = {La prevention des problemes de comportement chez les
enfants: le modele de Fast Track},
Journal = {Revue de psychoeducation},
Volume = {33},
Number = {1},
Pages = {177-203},
Year = {2004},
Key = {fds272292}
}
@article{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{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{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{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{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{fds272128,
Author = {McCarty, and A, C and McMahon, and J, R and Group,
TCPPR},
Title = {Mediators of the Relation Between Maternal Depressive
Symptoms and Child Internalizing and Disruptive Behavior
Disorders},
Journal = {Journal of Family Psychology},
Volume = {17},
Number = {4},
Pages = {545-556},
Year = {2003},
ISSN = {0893-3200},
url = {http://dx.doi.org/10.1037/0893-3200.17.4.545},
Abstract = {Drawing on a normative sample of 224 youth and their
biological mothers, this study tested 4 family variables as
potential mediators of the relationship between maternal
depressive symptoms in early childhood and child
psychological outcomes in preadolescence. The mediators
examined included mother-child communication, the quality of
the mother-child relationship, maternal social support, and
stressful life events in the family. The most parsimonious
structural equation model suggested that having a more
problematic mother-child relationship mediated disruptive
behavior-disordered outcomes for youths, whereas less
maternal social support mediated the development of
internalizing disorders. Gender and race were tested as
moderators, but significant model differences did not emerge
between boys and girls or between African American and
Caucasian youths.},
Doi = {10.1037/0893-3200.17.4.545},
Key = {fds272128}
}
@article{fds272131,
Author = {Chang, LE and Schwartz, D and Dodge, KA and McBride Chang,
CA},
Title = {Harsh Parenting in Relation to Child Emotion Regulation and
Aggression},
Journal = {Journal of Family Psychology},
Volume = {17},
Number = {4},
Pages = {598-606},
Year = {2003},
ISSN = {0893-3200},
url = {http://dx.doi.org/10.1037/0893-3200.17.4.598},
Abstract = {This study presents a model of harsh parenting that has an
indirect effect, as well as a direct effect, on child
aggression in the school environment through the mediating
process of child emotion regulation. Tested on a sample of
325 Chinese children and their parents, the model showed
adequate goodness of fit. Also investigated were interaction
effects between parents' and children's gender. Mothers'
harsh parenting affected child emotion regulation more
strongly than fathers', whereas harsh parenting emanating
from fathers had a stronger effect on child aggression.
Fathers' harsh parenting also affected sons more than
daughters, whereas there was no gender differential effect
with mothers' harsh parenting. These results are discussed
with an emphasis on negative emotionality as a potentially
common cause of family perturbations, including parenting
and child adjustment problems.},
Doi = {10.1037/0893-3200.17.4.598},
Key = {fds272131}
}
@article{fds272149,
Author = {Criss, MM and Pettit, GS and Bates, JE and Dodge, KA and Lapp,
AL},
Title = {Family adversity, positive peer relationships, and
children's externalizing behavior: a longitudinal
perspective on risk and resilience.},
Journal = {Child development},
Volume = {73},
Number = {4},
Pages = {1220-1237},
Year = {2002},
Month = {July},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00468},
Abstract = {Peer acceptance and friendships were examined as moderators
in the link between family adversity and child externalizing
behavioral problems. Data on family adversity (i.e.,
ecological disadvantage, violent marital conflict, and harsh
discipline) and child temperament and social information
processing were collected during home visits from 585
families with 5-year-old children. Children's peer
acceptance, friendship, and friends' aggressiveness were
assessed with sociometric methods in kindergarten and grade
1. Teachers provided ratings of children's externalizing
behavior problems in grade 2. Peer acceptance served as a
moderator for all three measures of family adversity, and
friendship served as a moderator for harsh discipline.
Examination of regression slopes indicated that family
adversity was not significantly associated with child
externalizing behavior at high levels of positive peer
relationships. These moderating effects generally were not
qualified by child gender, ethnicity, or friends'
aggressiveness, nor were they accounted for by child
temperament or social information-processing patterns. The
need for process-oriented studies of risk and protective
factors is stressed.},
Doi = {10.1111/1467-8624.00468},
Key = {fds272149}
}
@article{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{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{fds272142,
Author = {Miller-Johnson, and S, and Coie, and D, J and Maumary-Gremaud, and A, and Bierman, and K, and Group, TCPPR},
Title = {Peer Rejection and Aggression and Early Starter Models of
Conduct Disorder},
Journal = {Journal of Abnormal Child Psychology},
Volume = {30},
Number = {3},
Pages = {217-230},
Year = {2002},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12041708},
Abstract = {Peer rejection and aggression in the early school years were
examined for their relevance to early starting conduct
problems. The sample of 657 boys and girls from 4
geographical locations was followed from 1st through 4th
grades. Peer rejection in 1st grade added incrementally to
the prediction of early starting conduct problems in 3rd and
4th grades, over and above the effects of aggression. Peer
rejection and aggression in 1st grade were also associated
with the impulsive and emotionally reactive behaviors found
in older samples. Being rejected by peers subsequent to 1st
grade marginally added to the prediction of early starting
conduct problems in 3rd and 4th grades, controlling for 1st
grade ADHD symptoms and aggression. Furthermore, peer
rejection partially mediated the predictive relation between
early ADHD symptoms and subsequent conduct problems. These
results support the hypothesis that the experience of peer
rejection in the early school years adds to the risk for
early starting conduct problems.},
Doi = {10.1023/a:1015198612049},
Key = {fds272142}
}
@article{fds272144,
Author = {Kaplow, and B, J and Curran, and J, P and Dodge, and A, K and Group,
TCPPR},
Title = {Child, Parent, and Peer Predictors of Early-Onset Substance
Use: A Multi-Site Longitudinal Study},
Journal = {Journal of Abnormal Child Psychology},
Volume = {30},
Number = {3},
Pages = {199-216},
Year = {2002},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12041707},
Abstract = {The purpose of this study was to identify kindergarten-age
predictors of early-onset substance use from demographic,
environmental, parenting, child psychological, behavioral,
and social functioning domains. Data from a longitudinal
study of 295 children were gathered using
multiple-assessment methods and multiple informants in
kindergarten and 1st grade. Annual assessments at ages 10,
11, and 12 reflected that 21% of children reported having
initiated substance use by age 12. Results from longitudinal
logistic regression models indicated that risk factors at
kindergarten include being male, having a parent who abused
substances, lower levels of parental verbal reasoning,
higher levels of overactivity, more thought problems, and
more social problem solving skills deficits. Children with
no risk factors had less than a 10% chance of initiating
substance use by age 12, whereas children with 2 or more
risk factors had greater than a 50% chance of initiating
substance use. Implications for typology, etiology, and
prevention are discussed.},
Doi = {10.1023/a:1015183927979},
Key = {fds272144}
}
@article{fds272147,
Author = {Farmer, and D, A and Jr, and Bierman, and L, K and Group,
TCPPR},
Title = {Predictors and Consequences of Aggressive-Withdrawn Problem
Profiles in Early Grade School},
Journal = {Journal of Clinical Child and Adolescent
Psychology},
Volume = {31},
Number = {3},
Pages = {299-311},
Year = {2002},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791964/},
Abstract = {Identified first-grade children who exhibited 4 different
behavior problem profiles from an initial sample of 754:
aggressive-withdrawn (n = 63.8%) aggressive only (n = 165,
22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432,
57%). Group comparisons revealed that children who became
aggressive-withdrawn in first grade exhibited deficits in
attention and social skills in kindergarten. Furthermore,
these kindergarten deficits contributed to the emergence of
their aggressive-withdrawn behavior problems in first grade,
after accounting for kindergarten levels of aggressive and
withdrawn behaviors. In later grades, aggressive-withdrawn
first-grade children were more likely than children in any
other group to demonstrate poor peer relations and poor
academic performance. In addition, kindergarten skill
deficits added to first-grade aggressive and withdrawn
behavior problems to predict third-grade social and academic
adjustment difficulties. The results document the key role
of early inattention and social skill deficits in the
prediction of aggressive-withdrawn problem profiles,
validate the significance of this problem profile at school
entry, and identify potential developmental mechanisms that
have implications for preventive interventions.},
Doi = {10.1207/s15374424jccp3103_02},
Key = {fds272147}
}
@article{fds272148,
Author = {Dodge, and A, K and Laird, and R, and Lochman, and E, J and Zelli, and A, and Group, TCPPR},
Title = {Multidimensional Latent-Construct Analysis of Children's
Social Information Processing Patterns: Correlations with
Aggressive Behavior Problems},
Journal = {Psychological Assessment},
Volume = {14},
Number = {1},
Pages = {60-73},
Year = {2002},
ISSN = {1040-3590},
url = {http://www.ncbi.nlm.nih.gov/pubmed/11911050},
Abstract = {Social information processing (SIP) patterns were
conceptualized in orthogonal domains of process and context
and measured through responses to hypothetical vignettes in
a stratified sample of 387 children (50% boys; 49% minority)
from 4 geographical sites followed from kindergarten through
3rd grade. Multidimensional, latent-construct, confirmatory
factor analyses supported the within-construct internal
consistency, cross-construct discrimination, and
multidimensionality of SIP patterns. Contrasts among nested
structural equation models indicated that SIP constructs
significantly predicted children's aggressive behavior
problems as measured by later teacher reports. The findings
support the multidimensional construct validity of
children's social cognitive patterns and the relevance of
SIP patterns in children's aggressive behavior
problems.},
Doi = {10.1037//1040-3590.14.1.60},
Key = {fds272148}
}
@article{fds272154,
Author = {Pettit, GS and Laird, RD and Dodge, KA and Bates, JE and Criss,
MM},
Title = {Antecedents and behavior-problem outcomes of parental
monitoring and psychological control in early
adolescence.},
Journal = {Child development},
Volume = {72},
Number = {2},
Pages = {583-598},
Year = {2001},
Month = {March},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2766099/},
Abstract = {The early childhood antecedents and behavior-problem
correlates of monitoring and psychological control were
examined in this prospective, longitudinal, multi-informant
study. Parenting data were collected during home visit
interviews with 440 mothers and their 13-year-old children.
Behavior problems (anxiety/depression and delinquent
behavior) were assessed via mother, teacher, and/or
adolescent reports at ages 8 through 10 years and again at
ages 13 through 14. Home-interview data collected at age 5
years were used to measure antecedent parenting
(harsh/reactive, positive/proactive), family background
(e.g., socioeconomic status), and mother-rated child
behavior problems. Consistent with expectation, monitoring
was anteceded by a proactive parenting style and by
advantageous family-ecological characteristics, and
psychological control was anteceded by harsh parenting and
by mothers' earlier reports of child externalizing problems.
Consistent with prior research, monitoring was associated
with fewer delinquent behavior problems. Links between
psychological control and adjustment were more complex: High
levels of psychological control were associated with more
delinquent problems for girls and for teens who were low in
preadolescent delinquent problems, and with more
anxiety/depression for girls and for teens who were high in
preadolescent anxiety/depression.},
Doi = {10.1111/1467-8624.00298},
Key = {fds272154}
}
@article{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{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{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{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{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{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{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{fds272169,
Author = {Schwartz, D and McFadyen-Ketchum, S and Dodge, KA and Pettit, GS and Bates, JE},
Title = {Early behavior problems as a predictor of later peer group
victimization: moderators and mediators in the pathways of
social risk.},
Journal = {Journal of abnormal child psychology},
Volume = {27},
Number = {3},
Pages = {191-201},
Year = {1999},
Month = {June},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1023/a:1021948206165},
Abstract = {This study is a prospective investigation of the predictive
association between early behavior problems (internalizing,
externalizing, hyperactivity-impulsiveness,
immaturity-dependency) and later victimization in the peer
group. Teacher ratings of the behavioral adjustment of 389
kindergarten and 1st-grade children (approximate age range
of 5 to 6 years-old) were obtained, using standardized
behavior problem checklists. These ratings predicted peer
nomination scores for victimization, obtained 3 years later,
even after the prediction associated with concurrent
behavior problems was statistically controlled. Further
analyses suggested that the relation between early behavior
problems and later victimization is mediated by peer
rejection and moderated by children's dyadic friendships.
Behavior problems appear to play an important role in
determining victimization within the peer group, although
the relevant pathways are complex and influenced by other
aspects of children's social adjustment.},
Doi = {10.1023/a:1021948206165},
Key = {fds272169}
}
@article{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{fds272174,
Author = {Greenberg, MT and Lengua, LJ and Coie, JD and Pinderhughes,
EE},
Title = {Predicting developmental outcomes at school entry using a
multiple-risk model: four American communities. The Conduct
Problems Prevention Research Group.},
Journal = {Developmental psychology},
Volume = {35},
Number = {2},
Pages = {403-417},
Year = {1999},
Month = {March},
ISSN = {0012-1649},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000078828100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {The contributions of different risk factors in predicting
children's psychological and academic outcomes at the end of
1st grade were examined. Using a regression model, levels of
ecobehavioral risk were assessed in the following order:
specific demographics, broad demographics, family
psychosocial status, mother's depressive symptoms, and
neighborhood quality. Participants were 337 families from 4
American communities. Predictor variables were assessed in
kindergarten, and teacher, parent, and child outcomes
(behavioral and academic) were assessed at the end of 1st
grade. Results indicated that (a) each level of analysis
contributed to prediction of most outcomes, (b) 18%-29% of
the variance was predicted in outcomes, (c) a common set of
predictors predicted numerous outcomes, (d) ethnicity showed
little unique prediction, and (e) the quality of the
neighborhood showed small but unique prediction to
externalizing problems.},
Doi = {10.1037//0012-1649.35.2.403},
Key = {fds272174}
}
@article{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{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{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{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{fds272220,
Author = {Deater-Deckard, K and Dodge, KA and Bates, JE and Pettit,
GS},
Title = {Multiple risk factors in the development of externalizing
behavior problems: group and individual differences.},
Journal = {Development and psychopathology},
Volume = {10},
Number = {3},
Pages = {469-493},
Year = {1998},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2776047/},
Abstract = {The aim of this study was to test whether individual risk
factors as well as the number of risk factors (cumulative
risk) predicted children's externalizing behaviors over
middle childhood. A sample of 466 European American and 100
African American boys and girls from a broad range of
socioeconomic levels was followed from age 5 to 10 years.
Twenty risk variables from four domains (child,
sociocultural, parenting, and peer-related) were measured
using in-home interviews at the beginning of the study, and
annual assessments of externalizing behaviors were
conducted. Consistent with past research, individual
differences in externalizing behavior problems were stable
over time and were related to individual risk factors as
well as the number of risk factors present. Particular risks
accounted for 36% to 45% of the variance, and the number of
risks present (cumulative risk status) accounted for 19% to
32% of the variance, in externalizing outcomes. Cumulative
risk was related to subsequent externalizing even after
initial levels of externalizing had been statistically
controlled. All four domains of risk variables made
significant unique contributions to this statistical
prediction, and there were multiple clusters of risks that
led to similar outcomes. There was also evidence that this
prediction was moderated by ethnic group status, most of the
prediction of externalizing being found for European
American children. However, this moderation effect varied
depending on the predictor and outcome variables included in
the model.},
Doi = {10.1017/s0954579498001709},
Key = {fds272220}
}
@article{fds39023,
Author = {McFadyen-Ketchum, S.A. and Dodge, K.A.},
Title = {Problems in social relationships},
Series = {2nd edition},
Pages = {338-365},
Booktitle = {Treatment of childhood disorders},
Publisher = {New York: Guilford},
Editor = {E.J. Mash and R.A. Barkley},
Year = {1998},
Key = {fds39023}
}
@article{fds272214,
Author = {Stormshak, and A, E and Bierman, and L, K and Group,
TCPPR},
Title = {The implications of different developmental patterns of
disruptive behavior problems for school adjustment},
Journal = {Development and Psychopathology},
Volume = {10},
Number = {3},
Pages = {451-468},
Year = {1998},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2762115/},
Abstract = {Based upon developmental models of disruptive behavior
problems, this study examined the hypothesis that the nature
of a child's externalizing problems at home may be important
in predicting the probability of and nature of school
adjustment problems at school entry. Parent ratings were
collected for a sample of 631 behaviorally disruptive
children using the Child Behavior Checklist. Confirmatory
factor analyses revealed differentiated ratings of
oppositional, aggressive, and hyperactive/inattentive
behaviors at home. Teacher and peer nominations assessed
school adjustment at the end of first grade. As expected
from a developmental perspective, aggressive behaviors
indicated more severe dysfunction and were more likely to
generalize to the school setting than were oppositional
behaviors. Hyperactive/inattentive behaviors at home led to
more classroom disruption than did aggressive or
oppositional behaviors. Co-occurring patterns of
oppositional/aggressive and hyperactive/inattentive
behaviors were more common than were single-problem
patterns, and were associated with broad dysfunction in the
social and classroom contexts. The results were interpreted
within a developmental framework, in which oppositional,
aggressive, and hyperactive/inattentive behaviors may
reflect distinct (as well as shared) developmental processes
that have implications for the home-to-school generalization
of behavior problems and subsequent school
adjustment.},
Doi = {10.1017/s0954579498001692},
Key = {fds272214}
}
@article{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{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{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{fds39005,
Author = {Coie, J.D. and Dodge, K.A.},
Title = {Aggression and antisocial behavior},
Pages = {779-862},
Booktitle = {Handbook of child psychology, fifth edition. Vol. 3: Social,
emotional, and personality development},
Publisher = {New York: Wiley},
Editor = {W. Damon (N. Eisenberg and Vol. Ed.)},
Year = {1997},
Key = {fds39005}
}
@article{fds39010,
Author = {Dodge, K.A. and Schwartz, D.},
Title = {Social information-processing mechanisms in aggressive
behavior},
Pages = {171-180},
Booktitle = {Handbook of antisocial behavior},
Publisher = {New York: Wiley},
Editor = {D. Stoff and J. Breiling and J. Masur},
Year = {1997},
Key = {fds39010}
}
@article{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{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{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{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{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{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{fds38983,
Author = {Bates, J.E. and Pettit, G.S. and Dodge, K.A.},
Title = {Family and child factors in stability and change in
children's aggressiveness in elementary school},
Pages = {124-138},
Booktitle = {Coercion and punishment in long-term perspectives},
Publisher = {New York: Cambridge University Press},
Editor = {J. McCord},
Year = {1995},
Key = {fds38983}
}
@article{fds272238,
Author = {McMahon, and J, R and Greenberg, and T, M and Dodge, TCPPRGKA and member},
Title = {The FAST Track Program: A developmentally focused
intervention for children with conduct problems},
Journal = {Clinician's Research Digest},
Volume = {13},
Pages = {1-2},
Year = {1995},
Key = {fds272238}
}
@article{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{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{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{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{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{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{fds38894,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Booktitle = {Clinical assessment of children's personality and
behavior},
Publisher = {Allyn and Bacon},
Editor = {P.J. Frick and R.W. Kamphaus},
Year = {1994},
Key = {fds38894}
}
@article{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{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{fds38959,
Author = {Quiggle, N. and Panak, W.F. and Garber, J. and Dodge,
K.A},
Title = {Social information processing in aggressive and depressed
children(Reprint)},
Booktitle = {Annual Progress in Child Psychiatry and Child
Development},
Publisher = {New York: Wiley},
Editor = {M.E. Herteig and E.A. Farber},
Year = {1993},
Key = {fds38959}
}
@article{fds38915,
Author = {Dodge, K.A. and Coie, J.D.},
Title = {Social information processing factors in reactive and
proactive aggression in children's peer groups
(Reprint)},
Booktitle = {Aggression: Its causes, consequences, and
control.},
Publisher = {New York: McGraw-Hill},
Editor = {L. Berkowitz},
Year = {1993},
Key = {fds38915}
}
@article{fds39033,
Author = {Dodge, K.A.},
Title = {Attributional bias in aggressive children},
Booktitle = {Social and personality development},
Publisher = {Pacific Grove, CA: Brooks/Cole Publishing},
Editor = {D. Shaffer},
Year = {1993},
Key = {fds39033}
}
@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{fds272265,
Author = {Dodge, KA},
Title = {Youth violence},
Journal = {Tennessee Teacher},
Volume = {60},
Pages = {2},
Year = {1992},
Key = {fds272265}
}
@article{fds272266,
Author = {Pettit, GS and Harrist, AW and Bates, JE and Dodge,
KA},
Title = {Family interaction, social cognition and children's
subsequent relations with peers at kindergarten},
Journal = {Journal of Social and Personal Relationships},
Volume = {8},
Number = {3},
Pages = {383-402},
Year = {1991},
Month = {January},
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{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{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{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}
}
@article{fds272260,
Author = {Dodge, KA and Crick, NR},
Title = {The social information processing bases of aggressive
behavior in children},
Journal = {Personality and Social Psychology Bulletin},
Volume = {16},
Pages = {8-22},
Year = {1990},
Key = {fds272260}
}
@article{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{fds38862,
Title = {The development of emotion regulation},
Journal = {Developmental Psychology},
Volume = {25},
Series = {Special section},
Pages = {339-402},
Editor = {K.A. Dodge},
Year = {1989},
Key = {fds38862}
}
@article{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{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{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{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{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{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{fds272195,
Author = {Dodge, KA and Somberg, DR},
Title = {Hostile attributional biases among aggressive boys are
exacerbated under conditions of threats to the
self.},
Journal = {Child development},
Volume = {58},
Number = {1},
Pages = {213-224},
Year = {1987},
Month = {February},
url = {http://dx.doi.org/10.1111/j.1467-8624.1987.tb03501.x},
Abstract = {Previous studies have found a tendency for aggressive boys
to display hostile attributional biases and social cue
interpretation deficits. It was hypothesized that these
biases and deficits would be exaggerated under conditions of
social anxiety and threat. Aggressive and nonaggressive boys
aged 8 - 10 (total N = 65) were administered tests of
attributional tendencies and social cue interpretation
skills (via videorecorded stimuli) under relaxed and
threatening conditions. It was found that, relative to
normal boys, aggressive boys displayed a bias toward
attributing hostile intentions to peers, a deficit in
interpreting accurately others' intentions, and a deficit in
linking interpretations to behavioral responses. The
hypothesis that these biases and deficits would be
exaggerated under conditions of threat was also supported.
Findings were interpreted as consistent with theories of
preemptive processing and emotional vulnerability in
aggressive boys.},
Doi = {10.1111/j.1467-8624.1987.tb03501.x},
Key = {fds272195}
}
@article{fds272194,
Author = {Dodge, KA and Tomlin, A},
Title = {Cue utilization as a mechanism of attributional bias in
aggressive children},
Journal = {Social Cognition},
Volume = {5},
Pages = {280-300},
Year = {1987},
Key = {fds272194}
}
@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{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{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{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}
}
@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{fds272207,
Author = {Dodge, KA and Schlundt, DG and Schocken, I and Delugach,
JD},
Title = {Social competence and children's sociometric status: The
role of peer group entry strategies},
Journal = {Merrill-Palmer Quarterly},
Volume = {29},
Pages = {309-336},
Year = {1983},
Key = {fds272207}
}
@article{fds272210,
Author = {Dodge, KA},
Title = {Promoting social competence in children},
Journal = {Schools and Teaching},
Volume = {1},
Year = {1983},
Key = {fds272210}
}
@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{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{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{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{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{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}
}
%% Book Reviews
@article{fds219663,
Author = {Dodge, K.A.},
Title = {Book review: The Handbook of Clinical Child Neuropsychology,
3rd edition},
Journal = {Journal of Clinical Psychiatry},
Volume = {72},
Number = {5},
Pages = {726},
Editor = {Edited by Cecil R. Reynolds and Elaine Fletcher-Janzen},
Year = {2010},
Key = {fds219663}
}
@article{fds53592,
Author = {K.A. Dodge},
Title = {Review of book: Dynamic assessment in practice: Clinical and
educational applications},
Journal = {Journal of Cognitive Education and Psychology},
Volume = {6},
Number = {2},
Pages = {313-315},
Year = {2007},
Key = {fds53592}
}
%% Other
@misc{fds13039,
Author = {Dodge, K.A.},
Title = {Investing in the Prevention of Youth Violence},
Journal = {International Society for the Study of Behavioral
Development Newsletter},
Year = {2002},
Key = {fds13039}
}