Kenneth A. Dodge

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A developmental trajectory describes the course of a behavior over age or time. A group-based method for identifying distinctive groups of individual trajectories within the population and for profiling the characteristics of group members is demonstrated. Such clusters might include groups of "increasers." "decreasers," and "no changers." Suitably defined(More)
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(More)
Theories of aggressive behavior and ethological observations in animals and children suggest the existence of distinct forms of reactive (hostile) and proactive (instrumental) aggression. Toward the validation of this distinction, groups of reactive aggressive, proactive aggressive, and nonaggressive children were identified (n = 624 9-12-year-olds). Social(More)
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(More)
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(More)
The authors proposed that reactively aggressive and proactively aggressive types of antisocial youth would differ in developmental histories, concurrent adjustment, and social information-processing patterns. In Study 1, 585 boys and girls classified into groups called reactive aggressive, proactive aggressive, pervasively aggressive (combined type), and(More)
A biopsychosocial model of the development of adolescent chronic conduct problems is presented and supported through a review of empirical findings. This model posits that biological dispositions and sociocultural contexts place certain children at risk in early life but that life experiences with parents, peers. and social institutions increment and(More)
Social information processing patterns of children who were identified as being aggressive or depressed, both, or neither were compared in order to address the issue of specificity and to explore whether children who are comorbid show a unique processing style. Subjects were 220 children in the third through sixth grade. Peer nomination and teacher ratings(More)
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(More)