Kenneth A. Dodge

Publications of Kenneth A. Dodge    :chronological  combined  by tags listing:

%% Journal Articles   
   Author = {Stormshak, and A, E and Bierman, and L, K and McMahon, and J, R and Lengua, and L, and Group, TCPPR},
   Title = {Parenting Practices and Child Disruptive Behavior Problems
             in Early Elementary School},
   Journal = {Journal of Clinical Child Psychology},
   Volume = {29},
   Number = {1},
   Pages = {17-29},
   Year = {2000},
   url = {},
   Abstract = {Examined the hypothesis that distinct parenting practices
             may be associated with type and profile of a child's
             disruptive behavior problems (e.g., oppositional,
             aggressive, hyperactive). Parents of 631 behaviorally
             disruptive children described the extent to which they
             experienced warm and involved interactions with their
             children and the extent to which their discipline strategies
             were inconsistent and punitive and involved spanking and
             physical aggression. As expected from a developmental
             perspective, parenting practices that included punitive
             interactions were associated with elevated rates of all
             child disruptive behavior problems. Low levels of warm
             involvement were particularly characteristic of parents of
             children who showed elevated levels of oppositional
             behaviors. Physically aggressive parenting was linked more
             specifically with child aggression. In general, parenting
             practices contributed more to the prediction of oppositional
             and aggressive behavior problems than to hyperactive
             behavior problems, and parenting influences were fairly
             consistent across ethnic groups and sex.},
   Doi = {10.1207/s15374424jccp2901_3},
   Key = {fds272159}

   Author = {Stearns, and E, and Dodge, and A, K and Nicholson, and M, and Group,
   Title = {Peer contextual influences on the growth of authority
             acceptance problems in early elementary school},
   Journal = {Merrill Palmer Quarterly},
   Volume = {54},
   Number = {2},
   Pages = {208-231},
   Year = {2008},
   ISSN = {0272-930X},
   url = {},
   Abstract = {This study investigated the effects of the peer social
             context and child characteristics on the growth of
             authority-acceptance behavior problems across first, second,
             and third grades, using data from the normative sample of
             the Fast Track Project. Three hundred sixty-eight European
             American and African American boys and girls (51% male; 46%
             African American) and their classmates were assessed in each
             grade by teacher ratings on the Teacher Observation of Child
             Adaptation-Revised. Children's growth in
             authority-acceptance behavior problems across time was
             partially attributable to the level of disruptive behavior
             in the class-room peer context into which they were placed.
             Peer-context influence, however, were strongest among
             same-gender peers. Findings held for both boys and girls,
             both European Americans and African Americans, and
             nondeviant, marginally deviant, and highly deviant children.
             Findings suggest that children learn and follow behavioral
             norms from their same-gender peers within the
   Doi = {10.1353/mpq.2008.0018},
   Key = {fds272071}