Damon E. Jones

TL;DR: A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention, and demonstrate the relevance of nonc cognitive skills in development for personal and public health outcomes.

TL;DR: Examination of relations between race, locality, neighborhood characteristics, family context, and child problem behaviors, and parental warmth, appropriate and consistent discipline, and harsh interactions revealed that initial race differences in warmth and consistent Discipline disappeared when neighborhood influences were considered.

TL;DR: Public expenditures on youths with CD are substantially larger than for youths with closely related conditions, reflecting the importance of prevention and early treatment for the disorder.

TL;DR: End-of-year observations indicated that compared with the control group, intervention teachers talked with children more frequently and in more cognitively complex ways, established a more positive classroom climate, and used more preventive behavior-management strategies.

TL;DR: It is indicated that a universal prevention approach at the transition to parenthood focused on enhancing family relationships can have a significant and substantial positive impact on parent and child well-being.