| P50 | author | Diane L Putnick | Q40540099 |
| P2093 | author name string | Marc H Bornstein | |
| | Charlene Hendricks | |
| | Joan T D Suwalsky | |
| | Sarah Jensen Racz | |
| P2860 | cites work | Socioeconomic Status and Child Development | Q22337023 |
| | Social cognitive development during adolescence | Q24643543 |
| | The evidence for a neurobiological model of childhood antisocial behavior | Q28281693 |
| | The adolescent brain and age-related behavioral manifestations | Q29618654 |
| | Development of the adolescent brain: implications for executive function and social cognition | Q31032775 |
| | Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood | Q33943679 |
| | Adolescent development. | Q34124594 |
| | Being inconsistent about consistency: when coefficient alpha does and doesn't matter. | Q34199402 |
| | Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children | Q34254503 |
| | The course and malleability of aggressive behavior from early first grade into middle school: results of a developmental epidemiologically-based preventive trial | Q34341647 |
| | Social information-processing mechanisms in reactive and proactive aggression | Q34389013 |
| | Testing a developmental cascade model of emotional and social competence and early peer acceptance | Q34482459 |
| | Mother and father socially desirable responding in nine countries: Two kinds of agreement and relations to parenting self-reports | Q34978448 |
| | A biopsychosocial model of the development of chronic conduct problems in adolescence | Q35093504 |
| | Developmental cascades: externalizing, internalizing, and academic competence from middle childhood to early adolescence | Q35201025 |
| | Research strategies for capturing transactional models of development: The limits of the possible | Q35569978 |
| | Hostile attributional bias and aggressive behavior in global context | Q35909968 |
| | Cognitive and affective development in adolescence | Q36018949 |
| | Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: developmental cascades | Q36142784 |
| | Pure versus co-occurring externalizing and internalizing symptoms in children: the potential role of socio-developmental milestones | Q36345767 |
| | Developmental Pathways among Adaptive Functioning and Externalizing and Internalizing Behavioral Problems: Cascades from Childhood into Adolescence | Q36755773 |
| | Testing an idealized dynamic cascade model of the development of serious violence in adolescence | Q37002650 |
| | Adaptive Interventions in Child and Adolescent Mental Health | Q37059108 |
| | The predictive utility of a brief kindergarten screening measure of child behavior problems | Q37120068 |
| | Emotional Self-Regulation, Peer Rejection, and Antisocial Behavior: Developmental Associations from Early Childhood to Early Adolescence | Q37336317 |
| | Peer Rejection and Social Information‐Processing Factors in the Development of Aggressive Behavior Problems in Children | Q37393092 |
| | Preschool behavioral and social-cognitive problems as predictors of (Pre)adolescent disruptive behavior | Q37424459 |
| | Adolescent development: pathways and processes of risk and resilience | Q39261295 |
| | The development of competence in favorable and unfavorable environments. Lessons from research on successful children | Q39262338 |
| | Screening of child behavior problems for prevention programs at school entry. The Conduct Problems Prevention Research Group | Q39377222 |
| | Adolescence-limited and life-course-persistent antisocial behavior: a developmental taxonomy | Q39605910 |
| | Developmental cascades: linking academic achievement and externalizing and internalizing symptoms over 20 years | Q39730630 |
| | The interplay of social competence and psychopathology over 20 years: testing transactional and cascade models | Q44623638 |
| | Spatial but not verbal cognitive deficits at age 3 years in persistently antisocial individuals | Q46339223 |
| | Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. | Q48192469 |
| | Explaining the relation between IQ and delinquency: class, race, test motivation, school failure, or self-control? | Q48806516 |
| | Competence and psychopathology: cascade effects in the NICHD Study of Early Child Care and Youth Development | Q49157073 |
| | Improving young children's social and emotional competence: a randomized trial of the preschool "PATHS" curriculum. | Q50911402 |
| | Conceptions of relationships in children with depressive and aggressive symptoms: social-cognitive distortion or reality? | Q51067209 |
| | The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. | Q51135087 |
| | Developmental cascades. | Q51849113 |
| | Testing a dual cascade model linking competence and symptoms over 20 years from childhood to adulthood. | Q51910630 |
| | Factors associated with continuity and changes in disruptive behavior patterns between childhood and adolescence. | Q52007072 |
| | Early disruptive behavior, IQ, and later school achievement and delinquent behavior | Q52209244 |
| | A review and reformulation of social information-processing mechanisms in children's social adjustment | Q56286751 |
| | Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives | Q56885135 |
| | NEUROPSYCHOLOGICAL TESTS PREDICTING PERSISTENT MALE DELINQUENCY* | Q57243472 |
| | In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings | Q59153461 |
| | Aggression and sociometric status among peers: do gender and type of aggression matter? | Q73581186 |
| | Cognitive and familial contributions to conduct disorder in children | Q73718274 |
| | A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children | Q77302783 |
| | Early conduct problems and later life opportunities | Q77653782 |
| | Contextual social-cognitive mediators and child outcome: a test of the theoretical model in the Coping Power program | Q78844388 |
| | Social competence during adolescence: Social sensitivity, locus of control, empathy, and peer popularity | Q86891910 |
| P433 | issue | 8 | |
| P921 | main subject | adolescence | Q131774 |
| P304 | page(s) | 1688-1701 | |
| P577 | publication date | 2016-11-04 | |
| P1433 | published in | Journal of Youth and Adolescence | Q15757275 |
| P1476 | title | Cognitive Abilities, Social Adaptation, and Externalizing Behavior Problems in Childhood and Adolescence: Specific Cascade Effects Across Development | |
| P478 | volume | 46 | |