Kenneth A. Dodge

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

%% Chapters in Books   
   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}

   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}

%% Journal Articles   
   Author = {Rabiner, and L, D and Malone, and S, P and Group, TCPPR},
   Title = {"The Impact of Tutoring on Early Reading Achievement for
             Children with and Without Attention Problems},
   Journal = {Journal of Abnormal Child Psychology},
   Volume = {32},
   Number = {3},
   Pages = {273-284},
   Year = {2004},
   ISSN = {0091-0627},
   url = {},
   Abstract = {This study examined whether the benefits of reading tutoring
             in first grade were moderated by children's level of
             attention problems. Participants were 581 children from the
             intervention and control samples of Fast Track, a
             longitudinal multisite investigation of the development and
             prevention of conduct problems. Standardized reading
             achievement measures were administered after kindergarten
             and 1st grade, and teacher ratings of attention problems
             were obtained during 1st grade. During 1st grade,
             intervention participants received three 30-min tutoring
             sessions per week to promote the development of initial
             reading skills. Results replicated prior findings that
             attention problems predict reduced 1st grade reading
             achievement, even after controlling for IQ and earlier
             reading ability. Intervention was associated with modest
             reading achievement benefits for inattentive children
             without early reading difficulties, and substantial benefits
             for children with early reading difficulties who were not
             inattentive. It had no discernible impact, however, for
             children who were both inattentive and poor early readers.
             Results underscore the need to develop effective academic
             interventions for inattentive children, particularly for
             those with co-occurring reading difficulties.},
   Doi = {10.1023/b:jacp.0000026141.20174.17},
   Key = {fds272280}

   Author = {Orpinas, and P, and Horne, and M, A and Dodge, TMVPPKA and member},
   Title = {A teacher-focused approach to prevent and reduce students'
             aggressive behavior: The GREAT Teacher Program},
   Journal = {American Journal of Preventive Medicine},
   Volume = {26},
   Pages = {29-38},
   Year = {2004},
   url = {},
   Key = {fds272295}

   Author = {Glennie, E and Bonneau, K and Vandellen, M and Dodge,
   Title = {Addition by subtraction: The relation between dropout rates
             and school-level academic achievement},
   Journal = {Teachers College Record},
   Volume = {114},
   Number = {8},
   Year = {2012},
   Month = {January},
   ISSN = {0161-4681},
   url = {},
   Abstract = {Background/Context: Efforts to improve student achievement
             should increase graduation rates. However, work
             investigating the effects of student-level accountability
             has consistently demonstrated that increases in the
             standards for high school graduation are correlated with
             increases in dropout rates. The most favored explanation for
             this finding is that high-stakes testing policies that
             mandate grade repetition and high school exit exams may be
             the tipping point for students who are already struggling
             academically. These extra demands may, in fact, push
             students out of school. Purpose/Objective/Focus: This
             article examines two hypotheses regarding the relation
             between school-level accountability and dropout rates. The
             first posits that improvements in school performance lead to
             improved success for everyone. If school-level
             accountability systems improve a school for all students,
             then the proportion of students performing at grade level
             increases, and the dropout rate decreases. The second
             hypothesis posits that schools facing pressure to improve
             their overall accountability score may pursue this increase
             at the cost of other student outcomes, including dropout
             rate. Research Design: Our approach focuses on the dynamic
             relation between school-level academic achievement and
             dropout rates over time-that is, between one year's
             achievement and the subsequent year's dropout rate, and vice
             versa. This article employs longitudinal data of records on
             all students in North Carolina public schools over an 8-year
             period. Analyses employ fixed-effects models clustering
             schools and districts within years and controls each year
             for school size, percentage of students who were
             free/reduced-price lunch eligible, percentage of students
             who are ethnic minorities, and locale. Findings/Results:
             This study finds partial evidence that improvements in
             school-level academic performance will lead to improvements
             (i.e., decreases) in school-level dropout rates. Schools
             with improved performance saw decreased dropout rates
             following these successes. However, we find more evidence of
             a negative side of the quest for improved academic
             performance. When dropout rates increase, the performance
             composites in subsequent years increase.
             Conclusions/recommendations: Accountability systems need to
             remove any indirect benefit a school may receive from
             increasing its dropout rate. Schools should be held
             accountable for those who drop out of school. Given the
             personal and social costs of dropping out, accountability
             systems need to place more emphasis on dropout prevention.
             Such an emphasis could encompass increasing the dropout age
             and having the school's performance composite include scores
             of zero on end-of-grade tests for those who leave school. ©
             Teachers College, Columbia University.},
   Key = {fds272018}

   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
   Journal = {Journal of Attention Disorders},
   Year = {2013},
   url = {},
   Doi = {10.1177/1087054713507974},
   Key = {fds218849}

   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 = {},
   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
   Doi = {10.1037/0012-1649.30.5.690},
   Key = {fds272274}

   Author = {Meyer, and L, A and Allison, and W, K and Reese, and E, L and Gay, and N, F and Dodge, TMVPPKA and member},
   Title = {Choosing to be violence free in middle school: The student
             component of the GREAT Schools and Families Universal
   Journal = {American Journal of Preventive Medicine},
   Volume = {26},
   Pages = {20-28},
   Year = {2004},
   url = {},
   Key = {fds272299}

   Author = {Lansford, JE and Malone, PS and Dodge, KA and Pettit, GS and Bates,
   Title = {Developmental cascades of peer rejection, social information
             processing biases, and aggression during middle
   Journal = {Development and Psychopathology},
   Volume = {22},
   Number = {3},
   Pages = {593-602},
   Year = {2010},
   Month = {August},
   url = {},
   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
   Doi = {10.1017/s0954579410000301},
   Key = {fds272041}

   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 = {},
   Key = {fds272219}

   Author = {Lansford, J.E. and Dishion, T.J. and Dodge, K.A.},
   Title = {Deviant peer clustering and influence within public school
             settings: Inadvertent negative outcomes from traditional
             professional practices},
   Booktitle = {Interventions for achievement and behavior in a three-tier
             model including response to intervention},
   Publisher = {National Association for School Psychologists
   Address = {Bethesda, MD},
   Editor = {Shinn, M.R. and Walker, H.M. and Stoner, G.},
   Year = {2009},
   Key = {fds167316}

   Author = {Keiley, MK and Lofthouse, N and Bates, JE and Dodge, KA and Pettit,
   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 = {},
   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}

   Author = {Harrist, AW and Pettit, GS and Dodge, KA and Bates,
   Title = {Dyadic synchrony in mother-child interaction: Relations with
             children's subsequent kindergarten adjustment},
   Journal = {Family Relations},
   Volume = {43},
   Pages = {417-424},
   Year = {1994},
   url = {},
   Key = {fds272248}

   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 = {},
   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}

   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}

   Author = {Pettit, GS and Bates, JE and Dodge, KA},
   Title = {Family interaction patterns and children's conduct problems
             at home and school: A longitudinal perspective},
   Journal = {School Psychology Review},
   Volume = {22},
   Pages = {401-418},
   Year = {1993},
   Key = {fds272269}

   Author = {Schwartz, D and Gorman, AH and Dodge, KA and Pettit, GS and Bates,
   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 = {},
   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}

   Author = {Flanagan, KS and Bierman, KL and Kam, C-M},
   Title = {Identifying at-risk children at school entry: the usefulness
             of multibehavioral problem profiles.},
   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 = {32},
   Number = {3},
   Pages = {396-407},
   Year = {2003},
   Month = {September},
   url = {},
   Abstract = {Found that 1st-grade teacher ratings of aggressive,
             hyperactive-inattentive, and low levels of prosocial
             behaviors made unique contributions to the prediction of
             school outcomes (measured 2 years later) for 755 children.
             Person-oriented analyses compared the predictive utility of
             5 screening strategies based on child problem profiles to
             identify children at risk for school problems. A broad
             screening strategy, in which children with elevations in any
             1 of the 3 behavior problem dimensions were identified as
             "at-risk," showed lower specificity but superior
             sensitivity, odds ratios, and overall accuracy in the
             prediction of school outcomes than the other screening
             strategies that were more narrowly focused or were based on
             a total problem score. Results are discussed in terms of
             implications for the screening and design of preventive
   Doi = {10.1207/s15374424jccp3203_08},
   Key = {fds272284}

   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 = {},
   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}

   Author = {Dodge, K.A.},
   Title = {Media Production Leave No Child Behind: Education Leadership
   Year = {2002},
   Key = {fds44855}

   Author = {Muschkin, CG and Malone, PS and Conduct Problems Prevention
             Research Group},
   Title = {Multiple Teacher Ratings: An evaluation of measurement
   Journal = {Educational Research and Evaluation : an International
             Journal on Theory and Practice},
   Volume = {13},
   Number = {1},
   Pages = {71},
   Year = {2007},
   Month = {February},
   ISSN = {1380-3611},
   url = {},
   Abstract = {This study addresses the questions that arise when
             collecting, describing, and analyzing information from
             multiple informants regarding attributes of individual
             students. Using data from the Fast Track study, we evaluate
             alternative measurement strategies for using multiple
             teacher ratings of student adjustment to middle school among
             a sample of 326 Grade-6 pupils. One goal of the study was to
             compare the advantages of three measurement strategies using
             multiple and single informants in terms of their correlation
             with contemporaneous measures of behavior and academic
             achievement. Comparisons of residual variance using an
             aggregated rating, the rating from an "optimal informant,"
             and a score selected at random from the response set,
             indicate that aggregation provides the highest
             criterion-related validity. As part of these analyses, we
             explore the significance of inter-rater concordance,
             measured in terms of the intraclass correlation coefficient
             (ICC). Results indicate that for some aggregated scores,
             reliability can significantly limit their interpretability.
             The second main goal of the study was to evaluate the
             effects of variation in die number of teacher ratings on
             residual variance estimates for aggregate measures in
             selected behavioral domains. We conclude that the advantages
             of using multiple ratings are significant with a larger
             number of informants.},
   Doi = {10.1080/13803610601058215},
   Key = {fds272097}

   Author = {Kohl, GO and Lengua, LJ and McMahon, RJ},
   Title = {Parent involvement in school conceptualizing multiple
             dimensions and their relations with family and demographic
             risk factors},
   Journal = {Journal of School Psychology},
   Volume = {38},
   Number = {6},
   Pages = {501-523},
   Publisher = {Elsevier BV},
   Year = {2000},
   Month = {November},
   url = { Duke open
   Abstract = {Parent involvement (PI) in school is associated with more
             positive academic performance and social competence in
             children. However, there are inadequacies in current
             measures of PI and a need for a better understanding of
             predictors of PI. In this study, measures were obtained from
             a normative sample of 387 children in kindergarten and first
             grade from high-risk neighborhoods in 4 different sites.
             First, a confirmatory factor analysis of a theoretical
             factor model of PI identified 6 reliable multiple-reporter
             PI factors: Parent-Teacher Contact, Parent Involvement at
             School, Quality of Parent-Teacher Relationship, Teacher's
             Perception of the Parent, Parent Involvement at Home, and
             Parent Endorsement of School. Next, the relations among 3
             specific family and demographic risk factors-parental
             education level, maternal depression, and single-parent
             status-and these 6 PI factors were examined using path
             analyses in structural equation modeling. Results indicated
             that the 3 risk factors were differentially associated with
             the 6 PI factors: Parental education was significantly
             associated with 4 PI outcomes, maternal depression was
             significantly associated with 5 PI outcomes, and
             single-parent status was significantly associated with 3 PI
             outcomes. No significant ethnic group differences between
             African American and Caucasian families were found in these
             relations. © 2000 Society for the Study of School
             Psychology. Published by Elsevier Science
   Doi = {10.1016/S0022-4405(00)00050-9},
   Key = {fds272182}

   Author = {Hill, NE and Lansford, J and Castellino, DR and Nowlin, P and Dodge, KA and Bates, J and Petit, G},
   Title = {Parent-academic involvement as related to school behavior,
             achievement and aspirations: Demographic variations across
   Journal = {Child Development},
   Volume = {75},
   Number = {4},
   Pages = {1491-1509},
   Year = {2004},
   ISSN = {0009-3920},
   url = {},
   Abstract = {A longitudinal model of parent academic involvement,
             behavioral problems, achievement, and aspirations was
             examined for 463 adolescents, followed from 7th
             (approximately 12 years old) through 11th (approximately 16
             years old) grades. Parent academic involvement in 7th grade
             was negatively related to 8th-grade behavioral problems and
             positively related to 11th-grade aspirations. There were
             variations across parental education levels and ethnicity:
             Among the higher parental education group, parent academic
             involvement was related to fewer behavioral problems, which
             were related to achievement and then aspirations. For the
             lower parental education group, parent academic involvement
             was related to aspirations but not to behavior or
             achievement. Parent academic involvement was positively
             related to achievement for African Americans but not for
             European Americans. Parent academic involvement may be
             interpreted differently and serve different purposes across
             sociodemographic backgrounds.},
   Doi = {10.1111/j.1467-8624.2004.00753.x},
   Key = {fds272185}

   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
   Volume = {17},
   Year = {1999},
   url = {},
   Key = {fds39755}

   Author = {Greenberg, MT and Lengua, LJ and Coie, JD and Pinderhughes,
   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 = {},
   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}

   Author = {Wehby, and H, J and Dodge, and A, K and Valente, and E, and Jr, and Group,
   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}

   Author = {Dodge, K.A. and Putallaz, M. and Malone, D.},
   Title = {The Duke Education Leadership Summit},
   Journal = {Phi Delta Kappan},
   Volume = {83},
   Series = {Special section},
   Pages = {674-720},
   Year = {2002},
   Key = {fds39754}

   Author = {Schulting, AB and Malone, PS and Dodge, KA},
   Title = {The effect of school-based kindergarten transition policies
             and practices on child academic outcomes.},
   Journal = {Developmental Psychology},
   Volume = {41},
   Number = {6},
   Pages = {860-871},
   Year = {2005},
   Month = {November},
   ISSN = {0012-1649},
   url = {},
   Abstract = {This study examined the effect of school-based kindergarten
             transition policies and practices on child outcomes. The
             authors followed 17,212 children from 992 schools in the
             Early Childhood Longitudinal Study-Kindergarten sample
             (ECLS-K) across the kindergarten school year. Hierarchical
             linear modeling revealed that the number of school-based
             transition practices in the fall of kindergarten was
             associated with more positive academic achievement scores at
             the end of kindergarten, even controlling for family
             socioeconomic status (SES) and other demographic factors.
             This effect was stronger for low- and middle-SES children
             than high-SES children. For low-SES children, 7 transition
             practices were associated with a .21 standard deviation
             increase in predicted achievement scores beyond 0 practices.
             The effect of transition practices was partially mediated by
             an intervening effect on parent-initiated involvement in
             school during the kindergarten year. The findings support
             education policies to target kindergarten transition efforts
             to increase parent involvement in low-SES
   Doi = {10.1037/0012-1649.41.6.860},
   Key = {fds272124}

   Author = {Conduct Problems Prevention Research Group},
   Title = {The effects of a multiyear universal social-emotional
             learning program: The role of student and school
   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 = {},
   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
   Doi = {10.1037/a0018607},
   Key = {fds272050}

   Author = {Thomas, DE and Bierman, KL and Conduct Problems Prevention
             Research Group},
   Title = {The impact of classroom aggression on the development of
             aggressive behavior problems in children.},
   Journal = {Development and Psychopathology},
   Volume = {18},
   Number = {2},
   Pages = {471-487},
   Year = {2006},
   Month = {January},
   ISSN = {0954-5794},
   url = {},
   Abstract = {Prior research suggests that exposure to elementary
             classrooms characterized by high levels of student
             aggression may contribute to the development of child
             aggressive behavior problems. To explore this process in
             more detail, this study followed a longitudinal sample of
             4,907 children and examined demographic factors associated
             with exposure to high-aggression classrooms, including
             school context factors (school size, student poverty levels,
             and rural vs. urban location) and child ethnicity (African
             American, European American). The developmental impact of
             different temporal patterns of exposure (e.g., primacy,
             recency, chronicity) to high-aggression classrooms was
             evaluated on child aggression. Analyses revealed that
             African American children attending large, urban schools
             that served socioeconomically disadvantaged students were
             more likely than other students to be exposed to
             high-aggressive classroom contexts. Hierarchical regressions
             demonstrated cumulative effects for temporal exposure,
             whereby children with multiple years of exposure showed
             higher levels of aggressive behavior after 3 years than
             children with primacy, less recent, and less chronic
             exposure, controlling for initial levels of aggression.
             Implications are discussed for developmental research and
             preventive interventions.},
   Doi = {10.1017/s0954579406060251},
   Key = {fds272122}

   Author = {Lavallee, KL and Bierman, KL and Nix, RL and Conduct Problems
             Prevention Research Group},
   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},
   Month = {June},
   ISSN = {0091-0627},
   url = {},
   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}

   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 = {Stormshak, EA and Bierman, KL},
   Title = {The implications of different developmental patterns of
             disruptive behavior problems for school adjustment. Conduct
             Problems Prevention Research Group.},
   Journal = {Development and Psychopathology},
   Volume = {10},
   Number = {3},
   Pages = {451-467},
   Year = {1998},
   Month = {January},
   url = {},
   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
   Doi = {10.1017/s0954579498001692},
   Key = {fds272214}

   Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
   Title = {The link between harsh home environments and negative
             academic trajectories is exacerbated by victimization in the
             elementary school peer group.},
   Journal = {Developmental Psychology},
   Volume = {49},
   Number = {2},
   Pages = {305-316},
   Year = {2013},
   Month = {February},
   ISSN = {0012-1649},
   url = {},
   Abstract = {This article presents a prospective investigation focusing
             on the moderating role of peer victimization on associations
             between harsh home environments in the preschool years and
             academic trajectories during elementary school. The
             participants were 388 children (198 boys, 190 girls) who we
             recruited as part of an ongoing multisite longitudinal
             investigation. Preschool home environment was assessed with
             structured interviews and questionnaires completed by
             parents. Peer victimization was assessed with a peer
             nomination inventory that was administered when the average
             age of the participants was approximately 8.5 years. Grade
             point averages (GPAs) were obtained from reviews of school
             records, conducted for 7 consecutive years. Indicators of
             restrictive punitive discipline and exposure to violence
             were associated with within-subject declines in academic
             functioning over 7 years. However, these effects were
             exacerbated for those children who had also experienced
             victimization in the peer group during the intervening
   Doi = {10.1037/a0028249},
   Key = {fds271951}

   Author = {Powers, CJ and Bierman, KL and Conduct Problems Prevention
             Research Group},
   Title = {The multifaceted impact of peer relations on
             aggressive-disruptive behavior in early elementary
   Journal = {Developmental Psychology},
   Volume = {49},
   Number = {6},
   Pages = {1174-1186},
   Year = {2013},
   Month = {June},
   url = {},
   Abstract = {Following a large, diverse sample of 4,096 children in 27
             schools, this study evaluated the impact of 3 aspects of
             peer relations, measured concurrently, on subsequent child
             aggressive-disruptive behavior during early elementary
             school: peer dislike, reciprocated friends' aggressiveness,
             and classroom levels of aggressive-disruptive behavior.
             Teachers rated child aggressive-disruptive behavior in 1st
             and 3rd grades, and peer relations were assessed during 2nd
             grade. Results indicated that heightened classroom
             aggressive-disruptive behavior levels were related to
             proximal peer relations, including an increased likelihood
             of having aggressive friends and lower levels of peer
             dislike of aggressive-disruptive children. Controlling for
             1st grade aggressive-disruptive behavior, the three 2nd
             grade peer experiences each made unique contributions to 3rd
             grade child aggressive-disruptive behavior. These findings
             replicate and extend a growing body of research documenting
             the multifaceted nature of peer influence on
             aggressive-disruptive behavior in early elementary school.
             They highlight the importance of the classroom ecology and
             proximal peer relations in the socialization of
             aggressive-disruptive behavior.},
   Doi = {10.1037/a0028400},
   Key = {fds328783}

   Author = {Stormshak, EA and Bierman, KL and Bruschi, C and Dodge, KA and Coie,
   Title = {The relation between behavior problems and peer preference
             in different classroom contexts. Conduct Problems Prevention
             Research Group.},
   Journal = {Child Development},
   Volume = {70},
   Number = {1},
   Pages = {169-182},
   Year = {1999},
   Month = {January},
   ISSN = {0009-3920},
   url = {},
   Abstract = {This study tested two alternative hypotheses regarding the
             relations between child behavior and peer preference. The
             first hypothesis is generated from the person-group
             similarity model, which predicts that the acceptability of
             social behaviors will vary as a function of peer group
             norms. The second hypothesis is generated by the social
             skill model, which predicts that behavioral skill
             deficiencies reduce and behavioral competencies enhance peer
             preference. A total of 2895 children in 134 regular
             first-grade classrooms participated in the study.
             Hierarchical linear modeling was used to compare four
             different behaviors as predictors of peer preference in the
             context of classrooms with varying levels of these behavior
             problems. The results of the study supported both predictive
             models, with the acceptability of aggression and withdrawal
             varying across classrooms (following a person-group
             similarity model) and the effects of inattentive/hyperactive
             behavior (in a negative direction) and prosocial behavior
             (in a positive direction) following a social skill model and
             remaining constant in their associations with peer
             preference across classrooms. Gender differences also
             emerged, with aggression following the person-group
             similarity model for boys more strongly than for girls. The
             effects of both child behaviors and the peer group context
             on peer preference and on the trajectory of social
             development are discussed.},
   Doi = {10.1111/1467-8624.00013},
   Key = {fds272168}

   Author = {Strassberg, Z and Dodge, KA and Bates, JE and Pettit,
   Title = {The relation between parental conflict strategies and
             children's standing in kindergarten},
   Journal = {Merrill Palmer Quarterly},
   Volume = {38},
   Pages = {477-493},
   Year = {1992},
   url = {},
   Key = {fds272257}

   Author = {Consortium on the School-Based Promotion of Social
   Title = {The school-based promotion of social competence: Theory,
             research, practice, and policy},
   Pages = {268-389},
   Booktitle = {Stress, risk and resilience in children and
   Publisher = {New York: Cambridge},
   Editor = {R.J. Haggarty and N. Garmezy and M. Rutter and L.
   Year = {1994},
   Key = {fds38971}

   Author = {Elias, MJ and Weissberg, RP and Zins, JE and Kendall, PC and Dodge, KA and Jason, LA and Rotheram-Borus, MJ and Perry, CL and Hawkins, JD and Gottfredson, DC},
   Title = {Transdisciplinary collaboration among school researchers:
             The consortium on the school-based promotion of social
   Journal = {Journal of Educational and Psychological
   Volume = {7},
   Number = {1},
   Pages = {25-39},
   Publisher = {Informa UK Limited},
   Year = {1996},
   Month = {January},
   url = {},
   Abstract = {A common problem faced by professionals involved in
             implementing and researching intervention programs is
             identifying where they can turn for consultation and support
             in addressing the complex challenges of their work. The
             professional literature often does not address the specific
             problems they must address and does not offer personal
             support. Further, it is unclear what type of professional
             development is appropriate for meeting the somewhat unique
             needs of those at a senior level. This article discusses the
             development, formation, evolution, and ongoing work of a
             group of researchers and professors from universities around
             the country who have been collaborating since 1987. They
             formed a consortium of professional peers to share
             expertise, conduct joint projects, encourage reflective
             practice, provide moral support, and enhance one another's
             professional growth and development. Through the mutual
             efforts, support, and consultative assistance provided,
             members have been able to creatively enhance and improve
             their individual approaches to school intervention and also
             expand their influence on the field at large.},
   Doi = {10.1207/s1532768xjepc0701_3},
   Key = {fds272234}

   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}

   Author = {Henry, DB and Miller-Johnson, S and Simon, TR and Schoeny, ME and Multi-site Violence Prevention Project},
   Title = {Validity of teacher ratings in selecting influential
             aggressive adolescents for a targeted preventive
   Journal = {Prevention Science : the Official Journal of the Society for
             Prevention Research},
   Volume = {7},
   Number = {1},
   Pages = {31-41},
   Year = {2006},
   Month = {March},
   url = {},
   Abstract = {This study describes a method for using teacher nominations
             and ratings to identify socially influential, aggressive
             middle school students for participation in a targeted
             violence prevention intervention. The teacher nomination
             method is compared with peer nominations of aggression and
             influence to obtain validity evidence. Participants were
             urban, predominantly African American and Latino sixth-grade
             students who were involved in a pilot study for a large
             multi-site violence prevention project. Convergent validity
             was suggested by the high correlation of teacher ratings of
             peer influence and peer nominations of social influence. The
             teacher ratings of influence demonstrated acceptable
             sensitivity and specificity when predicting peer nominations
             of influence among the most aggressive children. Results are
             discussed in terms of the application of teacher nominations
             and ratings in large trials and full implementation of
             targeted prevention programs.},
   Doi = {10.1007/s11121-005-0004-3},
   Key = {fds272082}