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6. Characteristics of aggressive-rejected, aggressive (nonrejected), and rejected (nonaggressive) boys. Bierman KL; Smoot DL; Aumiller K Child Dev; 1993 Feb; 64(1):139-51. PubMed ID: 8436026 [TBL] [Abstract][Full Text] [Related]
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8. The implications of different developmental patterns of disruptive behavior problems for school adjustment. Conduct Problems Prevention Research Group. Stormshak EA; Bierman KL Dev Psychopathol; 1998; 10(3):451-67. PubMed ID: 9741677 [TBL] [Abstract][Full Text] [Related]
9. Evidence of gene-environment correlation for peer difficulties: disruptive behaviors predict early peer relation difficulties in school through genetic effects. Boivin M; Brendgen M; Vitaro F; Forget-Dubois N; Feng B; Tremblay RE; Dionne G Dev Psychopathol; 2013 Feb; 25(1):79-92. PubMed ID: 23398754 [TBL] [Abstract][Full Text] [Related]
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14. Predictors and consequences of aggressive-withdrawn problem profiles in early grade school. Farmer AD; Bierman KL; J Clin Child Adolesc Psychol; 2002 Sep; 31(3):299-311. PubMed ID: 12149968 [TBL] [Abstract][Full Text] [Related]
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17. The relationship between three types of aggression and peer relations in elementary school children. Yamasaki K; Nishida N Int J Psychol; 2009 Jun; 44(3):179-86. PubMed ID: 22029493 [TBL] [Abstract][Full Text] [Related]
18. Reactive and proactive aggression in childhood: relations to peer status and social context dimensions. Price JM; Dodge KA J Abnorm Child Psychol; 1989 Aug; 17(4):455-71. PubMed ID: 2794257 [TBL] [Abstract][Full Text] [Related]
19. Development of conduct problems and peer rejection in preschool children: a social systems analysis. Olson SL J Abnorm Child Psychol; 1992 Jun; 20(3):327-50. PubMed ID: 1619137 [TBL] [Abstract][Full Text] [Related]
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