Kenneth A. Dodge
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@article{fds272087,
Author = {Fontaine, RG and Yang, C and Dodge, KA and Bates, JE and Pettit,
GS},
Title = {Testing an individual systems model of response evaluation
and decision (RED) and antisocial behavior across
adolescence.},
Journal = {Child development},
Volume = {79},
Number = {2},
Pages = {462-475},
Year = {2008},
Month = {March},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18366434},
Abstract = {This study examined the bidirectional development of
aggressive response evaluation and decision (RED) and
antisocial behavior across five time points in adolescence.
Participants (n = 522) were asked to imagine themselves
behaving aggressively while viewing videotaped ambiguous
provocations and answered a set of RED questions following
each aggressive retaliation (administered at Grades 8 and 11
[13 and 16 years, respectively]). Self- and mother reports
of antisocial behavior were collected at Grades 7, 9/10, and
12 (12, 14/15, and 17 years, respectively). Using structural
equation modeling, the study found a partial mediating
effect at each hypothesized mediational path despite high
stability of antisocial behavior across adolescence.
Findings are consistent with an individual systems
perspective by which adolescents' antisocial conduct
influences how they evaluate aggressive interpersonal
behaviors, which affects their future antisocial
conduct.},
Doi = {10.1111/j.1467-8624.2007.01136.x},
Key = {fds272087}
}
@article{fds272151,
Author = {Bierman, KL and Coie, JD and Dodge, KA and Greenberg, MT and Lochman,
JE and McMahon, RJ and Pinderhughes, E},
Title = {The implementation of the Fast Track program: an example of
a large-scale prevention science efficacy
trial.},
Journal = {Journal of abnormal child psychology},
Volume = {30},
Number = {1},
Pages = {1-17},
Year = {2002},
Month = {February},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2756657/},
Abstract = {In 1990, the Fast Track Project was initiated to evaluate
the feasibility and effectiveness of a comprehensive,
multicomponent prevention program targeting children at risk
for conduct disorders in four demographically diverse
American communities (Conduct Problems Prevention Research
Group [CPPRG], 1992). Representing a prevention science
approach toward community-based preventive intervention, the
Fast Track intervention design was based upon the available
data base elucidating the epidemiology of risk for conduct
disorder and suggesting key causal developmental influences
(R. P. Weissberg & M. T. Greenberg, 1998). Critical
questions about this approach to prevention center around
the extent to which such a science-based program can be
effective at (1) engaging community members and
stakeholders, (2) maintaining intervention fidelity while
responding appropriately to the local norms and needs of
communities that vary widely in their demographic and
cultural/ethnic composition, and (3) maintaining community
engagement in the long-term to support effective and
sustainable intervention dissemination. This paper discusses
these issues, providing examples from the Fast Track project
to illustrate the process of program implementation and the
evidence available regarding the success of this
science-based program at engaging communities in sustainable
and effective ways as partners in prevention
programming.},
Doi = {10.1023/A:1014292830216},
Key = {fds272151}
}
@article{fds272150,
Author = {Group, CPPR},
Title = {Using the Fast Track Randomiized Prevention Trial to Test
the Early-Starter Model of the Development of Serious
Conduct Problems},
Journal = {Development and Psychopathology},
Volume = {14},
Number = {4},
Pages = {927-945},
Year = {2002},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12549710},
Abstract = {The Fast Track prevention trial was used to test hypotheses
from the Early-Starter Model of the development of chronic
conduct problems. We randomly assigned 891 high-risk
first-grade boys and girls (51% African American) to receive
the long-term Fast Track prevention or not. After 4 years,
outcomes were assessed through teacher ratings, parent
ratings, peer nominations, and child self-report. Positive
effects of assignment to intervention were evident in
teacher and parent ratings of conduct problems, peer social
preference scores, and association with deviant peers.
Assessments of proximal goals of intervention (e.g., hostile
attributional bias, problem-solving skill, harsh parental
discipline, aggressive and prosocial behavior at home and
school) collected after grade 3 were found to partially
mediate these effects. The findings are interpreted as
consistent with developmental theory.},
Key = {fds272150}
}
@article{fds272155,
Author = {Murphy, and A, S and Laan, VD and J, M and Robins, and J, and Group,
TCPPR},
Title = {Marginal Mean Models for Dynamic Regime},
Journal = {Journal of the American Statistical Association},
Volume = {96},
Number = {456},
Pages = {1410-1423},
Publisher = {Informa UK Limited},
Year = {2001},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2794446/},
Abstract = {A dynamic treatment regime is a list of rules for how the
level of treatment will be tailored through time to an
individual's changing severity. In general, individuals who
receive the highest level of treatment are the individuals
with the greatest severity and need for treatment. Thus,
there is planned selection of the treatment dose. In
addition to the planned selection mandated by the treatment
rules, staff judgment results in unplanned selection of the
treatment level. Given observational longitudinal data or
data in which there is unplanned selection of the treatment
level, the methodology proposed here allows the estimation
of a mean response to a dynamic treatment regime under the
assumption of sequential randomization. © 2001, Taylor &
Francis Group, LLC. All rights reserved.},
Doi = {10.1198/016214501753382327},
Key = {fds272155}
}
@article{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}
}