Publications

Barry, T. D., Dunlap, S. T., Cotten, S. J., Lochman, J. E., & Wells, K. C. (under review). The influence of maternal stress and distress on disruptive behavior problems in boys. Journal of the American Academy of Child and Adolescent Psychiatry,44, 265-273 .

Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (in press). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42, 115-133.

Colder, C., Lochman, J. E., & Wells, K. C. (1997). The moderating effects of children’s fear and activity level on relations between parenting practices and childhood symptomatology. Journal of Abnormal Child Psychology, 25, 251-263.

Lochman, J. E. & Wells, K. C. (1996). A social-cognitive intervention with aggressive children: Prevention effects and contextual implementation issues. In R. Dev. Peters & R. J. McMahon (Eds.), Prevention and early intervention: Childhood disorders, substance use, and delinquency (111-143). Newbury Park, CA: Sage.

Lochman, J. E., & Wells, K. C. (2002). Contextual social-cognitive mediators and child outcome: A test of the theoretical model in the Coping Power Program. Development and Psychopathology, 14, 971-993.

Lochman, J. E., & Wells, K. C. (2002). The Coping Power Program at the middle school transition: Universal and indicated prevention effects. Psychology of Addictive Behaviors, 16, S40-S54.

Lochman, J. E., & Wells, K. C. (2003). The Coping Power program for preadolescent aggressive boys and their parents: Effects at the one-year follow-up. Journal of Consulting and Clinical Psychology, 72, 571-578.

Lochman, J. E., & Wells, K. C. (2003). Effectiveness of the Coping Power Program and of classroom intervention with aggressive children: Outcomes at a one-year follow-up. Behavior Therapy, 34, 493-515.

Lochman, J. E., Wells, K. C., & Murray, M. (in press). The Coping Power program: Preventive intervention at the middle school transition. In P. Tolan, J. Szapocznik, & S. Sambrano (Eds.), Preventing substance abuse: 3 to 14. American Psychological Association: Washington, DC.

Pardini, D., Barry, T. D. , Barth, J. M., Lochman, J. E., & Wells, K. C. (under review). Patterns of self-perceived and peer-perceived social status among aggressive youth. Social Development.

Williams, S. C., Lochman, J. E., Phillips, N. C., & Barry, T. D. (2003). Aggressive and non-aggressive boys’ physiological and cognitive processes in response to peer provocations. Journal of Clinical Child and Adolescent Psychology, 32, 568-576.