Kenneth A. Dodge

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

%% Journal Articles   
   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 = {},
   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
   Doi = {10.1207/s15374424jccp2804_5},
   Key = {fds272167}

   Author = {Murphy, and A, S and Laan, VD and J, M and Robins, and J, and Group,
   Title = {Marginal Mean Models for Dynamic Regime},
   Journal = {Journal of the American Statistical Association},
   Volume = {96},
   Number = {456},
   Pages = {1410-1423},
   Publisher = {Informa UK Limited},
   Year = {2001},
   url = {},
   Abstract = {A dynamic treatment regime is a list of rules for how the
             level of treatment will be tailored through time to an
             individual's changing severity. In general, individuals who
             receive the highest level of treatment are the individuals
             with the greatest severity and need for treatment. Thus,
             there is planned selection of the treatment dose. In
             addition to the planned selection mandated by the treatment
             rules, staff judgment results in unplanned selection of the
             treatment level. Given observational longitudinal data or
             data in which there is unplanned selection of the treatment
             level, the methodology proposed here allows the estimation
             of a mean response to a dynamic treatment regime under the
             assumption of sequential randomization. © 2001, Taylor &
             Francis Group, LLC. All rights reserved.},
   Doi = {10.1198/016214501753382327},
   Key = {fds272155}

   Author = {Fontaine, RG and Yang, C and Dodge, KA and Bates, JE and Pettit,
   Title = {Testing an individual systems model of response evaluation
             and decision (RED) and antisocial behavior across
   Journal = {Child Development},
   Volume = {79},
   Number = {2},
   Pages = {462-475},
   Year = {2008},
   Month = {March},
   ISSN = {0009-3920},
   url = {},
   Abstract = {This study examined the bidirectional development of
             aggressive response evaluation and decision (RED) and
             antisocial behavior across five time points in adolescence.
             Participants (n = 522) were asked to imagine themselves
             behaving aggressively while viewing videotaped ambiguous
             provocations and answered a set of RED questions following
             each aggressive retaliation (administered at Grades 8 and 11
             [13 and 16 years, respectively]). Self- and mother reports
             of antisocial behavior were collected at Grades 7, 9/10, and
             12 (12, 14/15, and 17 years, respectively). Using structural
             equation modeling, the study found a partial mediating
             effect at each hypothesized mediational path despite high
             stability of antisocial behavior across adolescence.
             Findings are consistent with an individual systems
             perspective by which adolescents' antisocial conduct
             influences how they evaluate aggressive interpersonal
             behaviors, which affects their future antisocial
   Doi = {10.1111/j.1467-8624.2007.01136.x},
   Key = {fds272087}

   Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
             JE and McMahon, RJ and Pinderhughes, E},
   Title = {The implementation of the Fast Track program: an example of
             a large-scale prevention science efficacy
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {30},
   Number = {1},
   Pages = {1-17},
   Year = {2002},
   Month = {February},
   ISSN = {0091-0627},
   url = {},
   Abstract = {In 1990, the Fast Track Project was initiated to evaluate
             the feasibility and effectiveness of a comprehensive,
             multicomponent prevention program targeting children at risk
             for conduct disorders in four demographically diverse
             American communities (Conduct Problems Prevention Research
             Group [CPPRG], 1992). Representing a prevention science
             approach toward community-based preventive intervention, the
             Fast Track intervention design was based upon the available
             data base elucidating the epidemiology of risk for conduct
             disorder and suggesting key causal developmental influences
             (R. P. Weissberg & M. T. Greenberg, 1998). Critical
             questions about this approach to prevention center around
             the extent to which such a science-based program can be
             effective at (1) engaging community members and
             stakeholders, (2) maintaining intervention fidelity while
             responding appropriately to the local norms and needs of
             communities that vary widely in their demographic and
             cultural/ethnic composition, and (3) maintaining community
             engagement in the long-term to support effective and
             sustainable intervention dissemination. This paper discusses
             these issues, providing examples from the Fast Track project
             to illustrate the process of program implementation and the
             evidence available regarding the success of this
             science-based program at engaging communities in sustainable
             and effective ways as partners in prevention
   Doi = {10.1023/A:1014292830216},
   Key = {fds272151}

   Author = {Group, CPPR},
   Title = {Using the Fast Track Randomiized Prevention Trial to Test
             the Early-Starter Model of the Development of Serious
             Conduct Problems},
   Journal = {Development and Psychopathology},
   Volume = {14},
   Number = {4},
   Pages = {927-945},
   Year = {2002},
   ISSN = {0954-5794},
   url = {},
   Abstract = {The Fast Track prevention trial was used to test hypotheses
             from the Early-Starter Model of the development of chronic
             conduct problems. We randomly assigned 891 high-risk
             first-grade boys and girls (51% African American) to receive
             the long-term Fast Track prevention or not. After 4 years,
             outcomes were assessed through teacher ratings, parent
             ratings, peer nominations, and child self-report. Positive
             effects of assignment to intervention were evident in
             teacher and parent ratings of conduct problems, peer social
             preference scores, and association with deviant peers.
             Assessments of proximal goals of intervention (e.g., hostile
             attributional bias, problem-solving skill, harsh parental
             discipline, aggressive and prosocial behavior at home and
             school) collected after grade 3 were found to partially
             mediate these effects. The findings are interpreted as
             consistent with developmental theory.},
   Key = {fds272150}