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Research Affiliations

Conduct Problems Prevention Research Group

American Psychological Association; Society for Prevention Research; International Society for Research on Child and Adolescent Psychopathology; Society for Research in Child Development; Society for Research in Adolescence; American Psychological Society; International Society for Study of Behavioral Development

Research Interests

• prevention
• intervention research
• child aggression.

Recent Publications

Articles:

​Levantini, V., Powe, C. E., Lochman, J. E., & Glenn, A. (2021). Monoamine Oxidase-A and conduct problems in children: The role of affective decision-making. Journal of Psychopathology and Behavioral Assessment https://doi.org/10.1007/s10862-021-09917-9

Levantini, V., Ala, E., Bertacchi, I., Cristoni, G., Maggi, S., Pontrandolfo, G., Torsellini, N., Lochman, J. E., & Muratori, P. (2021). Mid-term efficacy of the Coping Power Universal and its relation with teachers’ occupational stress. Children , 8, 832.         DOI: 10.3390/children8100832

Kassing, F., Lochman, J. E., Vernberg, E., & Hudnall, M., (2021). Using crime data to assess longitudinal relationships between community violence and aggressive behavior among at-risk youth. The Journal of Early Adolescence. https://doi.org/10.1177/02724316211042941
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Kim, M., Winkler, C., Peri, J., Uanhoro, J., & Lochman, J. (2021). Using a Cross-Classified Multilevel Mediation Model (CC-MM3) with longitudinal data having changes in cluster membership. Structural Equation Modeling: A Multidisciplinary Journal. DOI: 10.1080/10705511.2021.1965886

Lochman, J. E. (2021). Tailoring of evidence-based group intervention with children with disruptive behavior, Implications for therapists and researchers. Salud Mental, 3.44(6), 257-260.

Boxmeyer, C. L., Miller, S., Romero, D. E., Powell, N. P., Jones, S. B., Qu, L., Tueller, S., & Lochman, J. E. (2021). Mindful Coping Power: Comparative effects on children’s reactive aggression and self-regulation. Brain Sciences, 3.11, 1119 https://doi.org/10.3390/brainsci11091119

First, M. B., Burke, J. B., Lochman, J. E., Evans, S. C., Woods, D. W., & Reed, G. M. (2021). An organization- and category-level comparison of diagnostic requirements for mental disorders in ICD-11 and DSM-5. World Psychiatry, 20, 34-51.

Evans, S. C., Roberts­, M.  C., Keeley, J. W., Rebello­, T. J., de la Peña, F., Lochman, J. E., Burke, J. D., Fite, P. J., Ezpeleta, L., Matthys, W., Youngstrom, E. A., Matsumoto, C., Andrews, H. F., Medina-Mora, M. E., Ayuso-Mateos, J. L., Khoury, B., Kulygina, M., Robles, R.,  Sharan, P., Zhao, M., & Reed, G. M. (2021). Diagnostic classification of irritability and oppositionality in youth: A global field study comparing ICD-11 with ICD-10 and DSM-5. Journal of Child Psychology and Psychiatry, 62(3), 303-313.

Lochman, J. E., Vernberg, E., Glenn, A., Jarrett, M., McDonald, K., Powell, N. P., Abel, M., Boxmeyer, C. L., Kassing, F., Qu, L., Romero, D., & Bui, C. (2021). Effects of autonomic nervous system functioning and tornado exposure on long-term outcomes of aggressive children. Research on Child and Adolescent Psychopathology, 49, 471-489. DOI: 10.1007/s10802-020-00573-1

Lansford, J. E., Goulter, N., Godwin, J., Crowley, M., McMahon, R. J., Bates, J. E., Pettit, G. S., Greenberg, M., Lochman, J. E., & Dodge, K. A. (2021). Development of individuals’ own and perceptions of peers’ substance use from early adolescence to adulthood. Addictive Behaviors, 120, 106958

Muratori, P., Giofre, D., Bertacchi, I., Darini, A., Giuli, C., Lai, E., Moderna, A., Lochman, J. E., & Mammarella, I. (2021). Testing the efficacy of Coping Power Universal on Behavioral Problems and Pre-academic skills in preschoolers. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01179-0

Lochman, J. E., Boxmeyer, C., Bui, C., Hakim, E., Jones, S., Kassing, F., McDonald, K., Powell, N., Qu, L., & Dishion, T. (2021). Substance use outcomes from two formats of a cognitive-behavioral intervention for aggressive children: Moderating roles of inhibitory control and intervention engagement. Brain Sciences, 11, 950 https://doi.org/10.3390/brainsci11070950

Mitchell, Q. P., Younginer, S. T., Lochman, J. E., Vernberg, E. M., Powell, N. P., & Qu, L. (2021). Examining for the protective effects of therapeutic engagement on child aggression. Journal of Emotional and Behavioral Disorders. DOI: 10.1177/1063426620980701

Pullen, S. J., Horgan, L., Romanelli, L. H., Radin, A., Gardner, K., Edwards, C., Crapo, T., Bolen, B., Huck, B., Wells, K., & Lochman, J. (2021). The feasibility of training rural mental health clinicians to treat Disruptive Behavior Disorders. Journal of Rural Mental Health https://doi.org/10.1037/rmh0000173

Cohen, D., Lindsey, M., & Lochman, J. E. (2021). Applying an ecological framework to address racial disparities in suicide risk among Black youth. Psychology in the Schools    https://doi.org/10.1002/pits.22588

Lochman, J. E. (2021). Open science and intervention research: A program developer’s and researcher’s perspective on issues and concerns. Prevention Science   DOI:

Muratori, P., Bertacchi, I., Catone, G., Mannucci, F., Nocentini, A., Pisano, S., & Lochman, J.E. (2020). Coping Power Universal for middle school students: The first efficacy study. Journal of Adolescence, 79, 49-58.

Hendrickson, M. L., Abel, M.R., Vernberg, E. M., McDonald, K. L., & Lochman, J. E. (2020). Caregiver-adolescent co-reminiscing and adolescents’ individual recollections of a devastating tornado: Associations with enduring post-traumatic stress symptoms. Development and Psychopathology, 32, 151-161.

Pas, E. T., Kaiser, L., Rabinowitz, J., Lochman, J. E., & Bradshaw, C. P. (2020). Identifying factors associated with patterns of student attendance and participation in a group Tier 2 preventive intervention: Implications for adaptation. Journal of Applied School Psychology, 29, 198-226.

Abel, M. R., Vernberg, E. M., Lochman, J. E., McDonald, K. L., Jarrett, M. A., Hendrickson, M. L., & Powell, N. (2020). Co-Reminiscing with a Caregiver about a Devastating Tornado: Association with Adolescent Anxiety Symptoms. Journal of Family Psychology, 34, 846-856.

Thibodeau-Nielsen, R. B., Gilpin, A. T., Palermo, F., Nancarrow, A. F., Farrell, C. B., Turley, D., DeCaro, J. A., Lochman, J. E., & Boxmeyer, C. L. (2020). Pretend play as a protective factor for developing executive functions among children living in poverty. Cognitive Development, 56     doi: 10.1016/j.cogdev.2020.100964

Godwin, J. W., & Conduct Problems Prevention Research Group (2020). The Fast Track intervention’s impact on behaviors of despair in adolescence and young adulthood. Proceedings of the National Academy of Sciences of the United States of America (PNAS), 50, 31748-31753.    DOI:

Miller, S., Boxmeyer, C. L., Romero, D., Powell, N. P., Jones, S., & Lochman, J. E. (2020). Theoretical model of Mindful Coping Power: Optimizing a cognitive behavioral program for high risk children and their parents by integrating mindfulness. Clinical Child and Family Psychology Review, 23, 393-406.

Helander, M., Lochman, J., Högström, J., Ljòtsson, B., Hellner, C., & Enebrink, P. (2020). Corrigendum to “The effect of adding Coping Power Program-Sweden to Parent Management Training- Effects and moderators in a randomized controlled trial.” Behavior Research and Therapy, 126doi: 10.1016/j.brat.2019.103536

Lynch, T., Azuero, A., Lochman, J., Park, N., Turner-Henson, A., & Rice, M., (2019). The influence of psychological stress, depressive symptoms, and cortisol on body mass and central adiposity in 10-to-12-year-old children. Journal of Pediatric Nursing, 44, 42-49.

Glenn, A.L., Lochman, J.E., Dishion, T., Powell, N.P., Boxmeyer, C., Kassing, F., Qu, L., & Romero, D. (2019). Toward tailored interventions: Sympathetic and parasympathetic functioning predicts responses to an intervention for conduct problems delivered in two formats. Prevention Science, 20, 30-40.

Davis, S., Kaulfers, A., Lochman, J., Morrison, S., Pryor, E., & Rice, M. (2019). Depressive symptoms, perceived stress, and cortisol in school age children with Type I Diabetes: A pilot study. Biological Research for Nursing, 21, 166-172. doi.org/10.1177/1099800418813713

Muratori, P., Lochman, J., Bertacchi, I., Giuli, C., Guarguagli, E., Pisano, S., Gallani, A., & Mammarella, I. C. (2019). Universal Coping Power for pre-schoolers: Effects on children’s behavioral difficulties and pre-academic skills. School Psychology International, 40(2), 128-144.

Muratori, P.,  Milone, A.,  Levantini, V.,  Ruglioni, R.,  Lambruschi, F.,  Pisano, S.,  Masi, G.,  & Lochman, J.E. (2019). Six-year outcome for children with ODD or CD treated with Coping Power Program. Psychiatry Research, 271, 454-458.

Kassing, F., Godwin, J., Lochman, J.E., Coie, J.D., & Conduct Problems Prevention Research Group (2019). Using early childhood behavior problems to predict adult convictions. Journal of Abnormal Child Psychology, 47, 765-778.

Lindsey, M. A., Romanelli, M., Ellis, M. L., Barker, E. D., Boxmeyer, C. L., & Lochman, J. E. (2019). The influence of treatment engagement on positive outcomes in the context of a school-based intervention for students with externalizing behavior problems. Journal of Abnormal Child Psychology, 47, 1437-1454.

Lochman, J. E., Boxmeyer, C. L., Kassing, F. L., Powell, N. P., & Stromeyer, S. L. (2019). Cognitive-behavioral intervention for youth at-risk for conduct problems: Future directions. Journal of Clinical Child and Adolescent Psychology, 48, 799-810.

McDonald, K. L., Vernberg, E. M., Lochman, J. E., Abel, M. R., Jarrett, M. A., Kassing, F., Powell, N., & Qu, L. (2019). Trajectories of tornado-related post-traumatic stress symptoms and pre-exposure predictors in a sample of at-risk youth. Journal of Consulting and Clinical Psychology, 87, 1003-1018.

Lochman, J. E., Glenn, A .L., Powell, N. P., Boxmeyer, C. L., Bui, C., Kassing, F., Qu, L., Romero, D., & Dishion, T. (2019). Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through four years after intervention. Development and Psychopathology, 31(5), 1757-1775.

Muratori, P., Bertacchi, I., Masi, G., , Milone, A., Nocentini, A., Powell, N. P., Lochman, J. E., Jones, S., Kassing, F., & Romero, D. (2019). Effects of a universal prevention program on externalizing behaviors:  Exploring the generalizability of findings across school and home settings. Journal of School Psychology, 77, 13-23.

Dillon, C. & Lochman, J. E. (2019). Correcting for norm misperception of anti-bullying attitudes. International Journal of Behavioral Development. DOI: 10.1177/0165025419860598

Books:

 Lochman, J.E. & Matthys, W. (2018). The Wiley Handbook of Disruptive and Impulse-Control Disorders. Chichester, West Sussex, England: Wiley-Blackwell.

Conduct Problems Prevention Research Group (2019). The Fast Track Program for Children at Risk: Preventing Antisocial Behavior. New York, NY: Guilford.

*Note: The Conduct Problems Prevention Research Group is, in alphabetical order: K. Bierman, J. Coie, K. Dodge, M. Greenberg, J. Lochman, R. McMahon, (from 1998) E. Pinderhughes, and (from 2002-2006) E.M. Foster.

Chapters:

Bierman, K.L., Greenberg, M.T. & the Conduct Problems Prevention Research Group (in press). Multi-tiered social-emotional learning: PATHS and Friendship Group in the Fast Track Program. In T. Farmer, TM. Conroy, E.M.Z. Farmer, & K. Sutherland (Eds.), Handbook of research on Emotional and Behavioral Disorders: Interdisciplinary Developmental Perspectives on Children and Youth. London, England: Routledge Press.

Evans, S. C., de la Pena, F. R., Matthys, W., & Lochman, J. E. (in press). Disruptive Behavior and Dissocial Disorders and Attention-Deficit/Hyperactivity Disorder. In G. M. Reed, P. L. J. Ritchie, & A. Marercker (EDs.).  A Psychological Approach to Diagnosis Using the ICD-11 as a Framework. Washington D.C.: American Psychological Association.

Lochman, J. E. (in press). Il Coping Power per i disturbi dell’aggressività, della condotta, del controllo emotivo e degli impulsi nei bambini: quadro di intervento, efficacia, diffusione e ottimizzazione. In Rosario Capo (Ed.), New Topics of Cognitive-Behavioral Pstchotherapy in the Developmental Age. Milan, Italy: Franco Angeli Publishing House.

Lochman, J. E., Boxmeyer, C. L., Gilpin, A., & Powell, N. P. (2021). Cognitive-Behavioral Intervention for Aggressive Children: The Anger Coping and Coping Power Programs. In M. Feinberg (Ed.), Designing Effective Prevention and Public Health Programs (pp. 9-21). Oxon, United Kingdom: Taylor and Francis Routledge.

Lochman, J. E., Powell, N. P., & Jones, S. (2021). The Coping Power Program for children with aggressive behavior problems. In P. C. Kendall (Ed.), Flexibility within Fidelity (pp. 211-230). New York: NY: Oxford University Press.

Lochman, J. E., Boxmeyer, C. L., Jones, S., Kassing, F., Powell, N. P., & Stromeyer, S. (2020). Anger and conduct problems. In M. E. Bernard & M. Terjesen Eds.), Cognitive-Behavioral, Rational Emotive Treatment of Childhood Problems (pp. 267-284). New York: Springer Press.

Stromeyer, S. L., Lochman, J. E., Kassing, F., & Romero, D. (2020). Cognitive-behavioral therapy with angry and aggressive youth: The Coping Power Program. In R.D. Friedberg & B.Nakamura (Eds.), Cognitive Behavioral Therapy in Youth: Tradition and Innovation (pp. 109-124). New York: Springer.

Lochman, J.E., Boxmeyer, C.L., Andrade, B., & Kassing, F. (2019). Coping Power. In B. Fiese, M. Celano, K. Deater-Deckard, E. Jouriles & M. Whisman (Eds.), APA Handbook of Contemporary Family Psychology, Volume 3: Family Therapy and Training (pp. 361-376). Washington, DC: American Psychological Association.

Boxmeyer, C., Powell, N., Lochman, J., & Barry, T. (2019). Anger and aggression: Helping Handout for the Home. In G. Bear & K. Minke (Eds.), Helping Children Handouts: Prevention and Intervention Strategies for Common Concerns at School and Home (S2H1 1-5). Washington D. C.: National Association of School Psychologists.

Boxmeyer, C., Barry, T., Lochman, J., & Powell, N.. (2019). Anger and aggression: Helping Handout for the School. In G. Bear & K. Minke (Eds.), Helping Children Handouts: Prevention and Intervention Strategies for Common Concerns at School and Home (S2H2 1-5). Washington D. C.: National Association of School Psychologists.

Conduct Problems Prevention Research Group* (2019). The Fast Track Project: Effects on Violence/Aggression and Related Outcomes. In P. Sturmey (Ed.), Wiley Handbook of Violence and Aggression (Vol 2: Assessment, prevention and treatment of individuals) New York: Wiley.

Lochman, J.E., Boxmeyer, C.L., Ialongo, N.S., McDaniel, S.C., Pas, E.T., & Powell, N.P. (2019). Tier II Family-school partnership programs. In A. Garbacz, (Ed.), Implementing Family-School Partnerships: Student Success in School Psychology Research and Practice (pp. 88-110). New York, NY: Routledge. 

Current Research Grants

National Institute on Minority Health and Health Disparities (R01 MD013806)
                  Project Title: Reducing Youth Violence and Racism/Discrimination: The Efficacy of Comprehensive Prevention strategies (CPS)
                 Multiple Principal Investigators: Sara McDaniel & John Lochman

National Institute of Mental Health ((R01 MH124438)
                 Project Title: Integrative Data Analysis of Coping Power: Effects on Adolescent Suicidality
                 Multiple Principal Investigators:  Antonio Morgan-Lopez (Research Triangle Institute) & John Lochman

Institute for Education Science (R305A190159)
                 Project Title: Developmental Adaptation of a Self-Monitoring Training Program for Middle School Students
                 Principal Investigator: Aaron Thompson (Univ of Missouri) 
                 My role: Co-investigator           

Department of Justice (2018-DC-BX-0032)
                 Project Title: An Evaluation of Alabama’s Treatment Courts: Are Drug Courts Help to Eradicate Opioid Abuse?
                 Co-Principal Investigators: Nicole Powell & John Lochman

Annie Casey Foundation  (TC7017-18-045490)
                 Project Title: Data Partner Evidence2Success
                 Principal Investigator: Ansley Gilpin
                 My role:  co-investigator

  Institute for Education Science (R305A140070)
         Project Title: Testing the Efficacy of a Developmentally Informed Coping Power Program in Middle Schools
         Principal Investigator: Catherine Bradshaw (Univ of Virginia)                                            
         My Role: PI on subaward