Relevant bibliographies by topics / Childhood aggression

Academic literature on the topic 'Childhood aggression'

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Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Childhood aggression"

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Wildeboer, Andrea, Sandra Thijssen, Marinus H. van IJzendoorn, Jan van der Ende, Vincent W. V. Jaddoe, Frank C. Verhulst, Albert Hofman, Tonya White, Henning Tiemeier, and Marian J. Bakermans-Kranenburg. "Early childhood aggression trajectories." International Journal of Behavioral Development 39, no. 3 (January 13, 2015): 221–34. http://dx.doi.org/10.1177/0165025414562239.

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High and stable levels of aggression and the presence of aggressive behaviour in multiple settings according to different informants are risk factors for later problems. However, these two factors have not been investigated in early childhood. The present study investigates trajectories of parent-reported child aggression from 1.5 up to 6 years of age and their association with aggressive behaviour, attention problems and rule-breaking behaviour in a different setting, as reported by the teacher. In a longitudinal population-based cohort study, parent-reported measures of aggressive behaviour were obtained using the CBCL when children were 1.5, 3, and 6 years of age ( n = 4,781). Teacher-reported problem behaviour at school was assessed at age 6.5, using the TRF questionnaire ( n = 2,756). Growth mixture modelling yielded three aggression trajectories, with high increasing (3.0%), intermediate (21.3%), and low decreasing (75.7%) aggression levels. Children in trajectories with higher and increasing levels of aggression showed more teacher-reported aggressive behaviour, attention problems and rule breaking behaviour. However, parent-reported aggression at age six predicted problem behaviour at school to the same extent as did the aggression trajectories, suggesting that the incremental value of trajectories is not always self-evident.
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Hart, Jennifer L., and Michelle T. Tannock. "Playful Aggression in Early Childhood Settings." Children Australia 38, no. 3 (August 16, 2013): 106–14. http://dx.doi.org/10.1017/cha.2013.14.

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Aggressive behaviour, more often observed in young boys, is a relatively common factor of sociodramatic play recognised in literature to be beneficial for child development. While educators are often uncomfortable with this form of play, it may be argued that the omission of aggressive play in early childhood programmes fosters the underdevelopment of social, emotional, physical, cognitive and communicative abilities in young children. This is particularly relevant for preschool-aged boys because they engage in aggressive sociodramatic play more often than girls. This article serves to clarify definitions of serious aggression and playful aggression, conceptualise the importance of various forms of sociodramatic play in child development, and provide strategies for educators when confronted with aggressive sociodramatic play in their classrooms.
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Fritz, Michael, Franziska Rösel, Hannah Dobler, Judith Streb, and Manuela Dudeck. "Childhood Trauma, the Combination of MAO-A and COMT Genetic Polymorphisms and the Joy of Being Aggressive in Forensic Psychiatric Patients." Brain Sciences 11, no. 8 (July 30, 2021): 1008. http://dx.doi.org/10.3390/brainsci11081008.

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Aggression and violent offenses are common amongst forensic psychiatric patients. Notably, research distinguishes two motivationally distinct dimension of aggression–instrumental and reactive aggression. Instrumental aggression comprises of appetitive, goal-directed aggressive acts, whereas reactive aggression consists of affective, defensive violence with both their biological basis remaining largely unknown. Childhood trauma and functional genetic polymorphisms in catecholamines converting enzymes, such as mono-amino-oxidase A (MAO-A) and catechol-o-methyltransferase (COMT) have been suggested to augment an aggressive behavioral response in adulthood. However, it warrants clarification if these factors influence one or both types of aggression. Furthermore, it remains elusive, if having a combination of unfavorable enzyme genotypes and childhood maltreatment further increases violent behavior. Hence, we set out to address these questions in the current study. First, analysis revealed an overall marginally increased frequency of the unfavorable MAO-A genotype in the test population. Second, each gene polymorphisms together with a traumatic childhood significantly increased the AFAS (Appetitive and Facilitative Aggression Scale) scores for both reactive and appetitive aggression. Third, having a combination of both disadvantageous genotypes and a negative childhood served as a minor positive predictor for increased reactive aggression, but had a strong influence on the joy of being aggressive.
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Zalsman, G. "Case presentation on a childhood homicide offender." European Psychiatry 26, S2 (March 2011): 2075. http://dx.doi.org/10.1016/s0924-9338(11)73778-6.

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A case presentation of a young homicide offender from Israel will be presented. This young man murdered three adults and 500 cats claiming it was part of a Satanist ritual. Psychiatric assessment of him and his family will be presented.The neurobiology of aggression in the young will be briefly discussed. Aggression in adolescents has neurobiological, psychological and social roots. Greater aggression is reported in male KO mice which have increased levels of serotonin, dopamine and norepinephrine. A mutation in the MAO A gene is associated with impulsive-aggressive behaviour in males while higher MAO A expression appears to protect against the effects of childhood abuse on development of aggressive behaviors or impulsivity in adulthood in males but not females.
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Pagani, Linda S., Richard E. Tremblay, Daniel Nagin, Mark Zoccolillo, Frank Vitaro, and Pierre McDuff. "Risk factor models for adolescent verbal and physical aggression toward mothers." International Journal of Behavioral Development 28, no. 6 (November 2004): 528–37. http://dx.doi.org/10.1080/01650250444000243.

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Contributing to the family violence and conflict literature, we examine prospective and concurrent risk factors associated with verbal and physical aggression toward mothers by 15/16 year-old adolescent sons and daughters. Data from the Quebec Longitudinal Study of Kindergarten Children is used to examine the influence of socioeconomic factors, inherent individual and family environment factors, and prospective and concurrent parenting process factors as predictors of adolescent aggression (in the last 6 months). A childhood behavioural pattern characterised by physical aggression generated the highest risk of adolescent-directed verbal and physical aggression toward mothers. Aggressive parental punishment in the last 6 months significantly predicted aggression toward mothers. A childhood life-course of violence seems to culminate in verbal and physical aggression toward mothers during adolescence. Given this building-up process from childhood, harsh parental punishment of the adolescent seems to only increase the odds of adolescent aggression. No sex differences were observed.
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Kováčová, Barbora. "From research: hidden aggressive behaviours of children at pre-school age." Pedagogika. Studia i Rozprawy 29 (2020): 207–17. http://dx.doi.org/10.16926/p.2020.29.14.

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The hidden aggression of children at early and preschool age is linked to early childhood problems. Peer-group rejection is associated with a broad range of social and psychological problems related to child development such as difficulties in development of mutual social ties. The study analyses the utterances and responses of pre-school children connected with hidden aggressive behaviour they met in an inclusive kindergarten classes. The results of the research show that beginning of aggressive behaviour is observed in the early childhood groups (latent form of aggression), and later it metamorphoses into direct verbal or physical aggression.
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Hart, Jennifer L., and Michael C. Nagel. "Including Playful Aggression in Early Childhood Curriculum and Pedagogy." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 41–48. http://dx.doi.org/10.23965/ajec.42.1.05.

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THE APPROPRIATENESS OF YOUNG children's playful aggression within early childhood settings continues to be debated among early childhood professionals. Research suggests that children's play—all types of play—should be the foundation of early childhood practice; however, playful aggression continues to be a neglected aspect of early childhood curricula. While decades of research identify the significant developmental benefits within multiple domains of learning as derived from various aspects of play, strict policies prohibiting playful aggression remain. With a growing number of young children enrolled in preschool programs it is important for educators to provide beneficial and inclusive experiences conducive to fostering optimal development of young children in all learning domains. This article suggests that the intolerance of children's playful aggression may reduce their optimal development; more specifically, their cognitive, social, physical and communicative development may be limited or hindered due to the omission and/or exclusion of playfully aggressive opportunities.
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Tremblay, Richard E. "The development of aggressive behaviour during childhood: What have we learned in the past century?" International Journal of Behavioral Development 24, no. 2 (June 2000): 129–41. http://dx.doi.org/10.1080/016502500383232.

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Research on human aggression has been a flourishing industry in the 20th century. As the attention shifted from an instinctual paradigm to a drive paradigm and a social learning paradigm, what have we learned on the development of aggressive behaviour during childhood? Are children born with an aggressive instinct or do they have to learn to aggress?This question has deep philosophical roots, but it also has important practical implications. Should interventions prevent children from learning to aggress or should they help children learn to inhibit aggressive reactions? Since most of the 20th century work on the development of aggression was concentrated on adolescents and elementary school age children, there appeared to be an implicit assumption that aggression is learned during these developmental periods. It is argued that to understand the origins of aggressive behaviour and prevent chronic cases of physical aggression we will need to focus on the development of aggressive behaviour during the first few years after birth, and differentiate among forms of aggressive behaviour. The form of agressive behaviour that is generally considered more “serious” or “socially unacceptable” (physical aggression) is clearly ontogenetically antecedent to less “serious” forms of aggressive behaviour, such as verbal aggression or indirect aggression. Furthermore, as a rule the frequency of physical aggression appears to decrease with age. However, infants’ physical aggression has generally not been considered developmentally significant. This is probably because of “the weakness of their limbs” and the apparent lack of “intentionality”. To have a relatively complete description of the life-span developmental trajectories of human aggressive behaviour by the end of the 21st century, we will need to start recruiting pregnant women very soon.
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Gartstein, Maria A., Robert B. Noll, and Kathryn Vannatta. "Childhood Aggression and Chronic Illness." Journal of Applied Developmental Psychology 21, no. 3 (May 2000): 315–33. http://dx.doi.org/10.1016/s0193-3973(00)00043-5.

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Temcheff, C. E. "Childhood aggression: response to commentary." Canadian Medical Association Journal 183, no. 18 (December 12, 2011): 2147. http://dx.doi.org/10.1503/cmaj.111-2100.

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Dissertations / Theses on the topic "Childhood aggression"

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Connolly, Marie. "Developmental trajectories: Sexual aggression and childhood sexuality." Thesis, University of Canterbury. Social Work, 2001. http://hdl.handle.net/10092/4628.

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This thesis is centrally concerned with the development of knowledge-building research and practice-building research within the context of child protection social work with sexually aggressive children and their families. Child protection social work requires a range of knowledge that extends across many areas of violence practice. Generic knowledge about the complex relationships surrounding sexually aggressive children is necessary to both the therapeutic treatment and statutory management of children at risk. This study contributes both knowledge-building research and practice-building research to this subject. Using quantitative and qualitative methods it makes a contribution to contextual knowledge-building by increasing understanding of the child/family/environment matrix with respect to childhood sexuality and sexually aggressive children in Aotearoa New Zealand. With respect to practice-building knowledge, it also uses qualitative findings to help delineate processes within practice, illustrating how practice is inevitably shaped by the dimensions of the actors within it. The thesis, therefore, moves from the general to the increasingly specific. Beginning with a quantitative study involving a large number of participants, it moves on to the qualitative study, and through a series of analyses that become increasingly focused. The research follows a two-phase design within which a quantitative and qualitative study is undertaken within the one project. Both phases address the first major theme of the thesis: the building of the child protection social worker's knowledge about the sexually aggressive child. The quantitative study uses a questionnaire that was administered to three criminal groups: child molesters, rapists, and nonsexual offenders, and explores the links between adult offending and exploitative sexual experiences during childhood. The findings are also used to develop offender specific profiles of the men within the sample. The qualitative study provides phase two of the research. This focuses on the family experiences, and particularly the childhood sexual experiences, of a smaller number of men who have sexually offended against children. A thematic analysis has been undertaken with the qualitative interviews which groups together the common experiences of the men and explores its impact on pathways toward offending. These interviews are then used more specifically to include an ecological analysis of the developmental trajectories of three of the men. Phase two of the research – the qualitative study - also addresses the second major theme of the thesis: practice-building research that broadens understanding of social work praxeology within the abuse field. Praxeology - the study of professional conduct in practice - within the child abuse area is underdeveloped in the literature. However, it is of central importance if we are to understand how social work influences the processes of change. Responding to this imperative, data from the qualitative interviews is then used to demonstrate, firstly a process of reflexivity in practice, followed by an action and reflection interpretation of the client-in-situation. Finally, the thesis provides a synthesis of the issues emerging from both phases of the study by using an ecological systems analysis to explore the contributions of knowledge-building and practice-building research within a micro, meso, and macro practice system framework.
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Willner, Alexandra Helen. "Some features of aggression in middle childhood boys." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254206.

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Gibbins, Christopher. "Validation of a social cognitive model of childhood aggression." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22310.pdf.

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Foster, Holly Ann. "Neighborhood and family contexts of gendered aggression in childhood." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59076.pdf.

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Lee-Genest, Kevyn. "Pathways to adult depression from childhood aggression and withdrawal." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64019.pdf.

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Gilley, Rebecca H., Rachel K. Carpenter, Jill D. Stinson, and Lydia L. Eisenbrandt. "Adverse Childhood Experiences and Aggression in High-Risk Youth." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7927.

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Krygsman, Amanda Lynn. "Peer Experiences and Depression Symptoms: Conditions of Association in Preschool, Childhood, and Adolescence." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37503.

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Depression is one of the most disabling mental disorders with respect to years living with symptoms and life lost prematurely. Understanding the development of depression symptoms in childhood and adolescence is important considering the increase in prevalence in adolescence and the substantial continuity of depression symptoms over time. Interpersonal perspectives on depression emphasize the interpersonal environment in the development, and remission of symptoms. In the present dissertation, the interpersonal environment focus was peer experiences. Specifically, the conditions under which peer experiences and depression symptoms were associated concurrently and longitudinally were examined in preschool, childhood, and adolescence. Different types of peer experiences were associated with depression symptoms in specific ways. In Study 1, the type of aggression and informant mattered where relational peer victimization and depression symptoms were associated in the presence of relational aggression when data were reported by teachers. In Study 2, informant and type of peer experience mattered such that when examining competing models of directional association of peer experiences and depression symptoms, depression symptoms predicted peer rejection across reporters and depression predicted peer victimization when data were self-reported. In Study 3, the type of aggression mattered again but peer-reported peer victimization was associated with self-reported depression symptoms in the presence of overt aggression for girls concurrently and over time. The effect was stronger for those who transitioned to high school. The conditions under which peer experiences and depression symptoms were associated depended on type of aggression (i.e., relational peer victimization and relational aggression in preschool and overt aggression for girls in late childhood and adolescence), type of relationship disturbance (i.e., peer victimization and peer rejection), informant, and whether individuals transitioned to high school.
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Morrow, Michael T. "Childhood aggression, depressive symptoms, and the experience of peer rejection." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.24 Mb., 52 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435923.

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Kozey, Michelle Lynne. "Executive Functions and subtypes of childhood aggression in young children." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46540.

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In the present study, linkages between early aggression and Executive Functions (EFs), the cognitive control processes associated with goal-directed behaviour and novel problem solving, were evaluated. Of interest was how specific EFs were related to early dimensional subtypes of aggression, specifically disaggregated into its forms (physical, relational) and functions (proactive, reactive). Kindergarten children (N = 255) were individually rated by teachers in terms of their tendencies to engage in four different subtypes of aggression -- proactive and reactive physical aggression, and proactive and reactive relational aggression. Children rated as high versus low in each of the four subtypes of aggression were compared for differences in “Cool EFs,” such as executive attention, inhibition, working memory, flexibility, planning, and the conjoint use of several EFs, and one “Hot EF” or more affectively-based cognitive control. Results of a series of 2 (high, low aggression) by 2 (male, female) analyses of variance, conducted for each of the four subtypes of aggression, indicated significant differences in Executive Functioning as a function of both levels of aggression and sex (main effects), and multiple interactions of aggression and sex. Boys were rated by their teachers as displaying higher levels of proactive and reactive physical aggression, and more attention problems than girls, whereas no significant sex differences were observed in proactive or reactive relational aggression. Differential patterns of EFs were observed across aggression subtypes and for male versus female children. Higher levels of proactive physical aggression were associated with weaknesses in several specific EFs (i.e., more attention problems; poorer visual-spatial working memory; poorer conjoint selective attention, flexibility, and working memory; and poorer delay of gratification), as were higher levels of reactive physical aggression (i.e., more attention problems; poorer inhibition; poorer visual-spatial working memory; less flexibility; and poorer conjoint selective attention, flexibility, and working memory). Boys with reactive physical aggression demonstrated additional impairments, including poorer delay of gratification and marginally poorer planning abilities. Further, girls high in proactive relational aggression demonstrated stronger verbal working memory and planning abilities, and marginally higher visual-spatial working memory abilities, whereas boys high in reactive relational aggression demonstrated poorer crystallized and planning abilities.
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Moore, Jessica. "Childhood aggression and executive functioning : variations across boys and girls." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58879.

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Childhood aggression has long been a significant concern for researchers, practitioners and policy makers alike, due to its ominous connection to psychological maladjustment in both its perpetrators and victims. As modern theories of the origins of aggression shift to incorporate the role of neuropsychological risk factors, increasing empirical attention has been paid to executive functioning and its link to childhood aggression. Recent developmental research has documented links between executive functioning deficits and physical aggression, but the role of executive functioning in physical aggression’s more cognitively complex counterpart, relational aggression, is less established and may differ across boys and girls. The current study attempted to replicate and extend recent findings regarding sex differences in the associations between executive functioning and physical versus relational aggression in preschool-aged children, as well as examine differences in parent and teacher ratings of executive functioning and aggression. The results of a standard multiple regression indicated several key and significant findings. Replicating previous findings, boys were found to be more physically aggressive than girls, but there were no sex differences in levels of relational aggression. Also consistent with previous research, children who were high in physically aggressive behaviors were found to display elevated deficits in executive functioning according to both teachers and parents, especially “hot” EFs - inhibition, shifting and emotional control. In terms of relational aggression, parent ratings of poor emotional control predicted relational aggression in both boys and girls. Teacher ratings indicated marginal sex differences. Specifically, for girls, deficits in inhibition and shifting and working memory were associated with higher ratings of relational aggression, but for boys, poor inhibition predicted higher relational aggression. The results of the current study lend some support for a sex-specific model of EF and aggression.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
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Books on the topic "Childhood aggression"

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Crowell, David H., Ian M. Evans, and Clifford R. O’Donnell, eds. Childhood Aggression and Violence. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2.

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The development of aggression in early childhood. Lanham: Jason Aronson, 2008.

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A, Parens Rachel, ed. The development of aggression in early childhood. Northvale, N.J: J. Aronson, 1994.

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Parens, Henri. Aggression in our children. Northvale, N.J: Aronson, 1987.

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Parens, Henri. Aggression in our children. Northvale, N.J: Aronson, 1987.

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Ross, Dorothea M. Childhood bullying and teasing: What school personnel, other professionals, and parents can do. Alexandria, VA: American Counseling Assoc., 1996.

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Bully nation: Why America's approach to childhood aggression is bad for everyone. St. Paul, MN: Paragon House, 2013.

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Rubin, Kenneth H., and Debra J. Pepler. Development and Treatment of Childhood Aggression. Taylor & Francis Group, 2015.

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J, Pepler D., Rubin Kenneth H, Earlscourt Child and Family Centre., and Earlscourt Symposium on Childhood Aggression (1988 : Toronto, Ont.), eds. The Development and treatment of childhood aggression. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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J, Pepler D., Rubin Kenneth H, Earlscourt Child and Family Centre., and Earlscourt Symposium on Childhood Aggression (1988 : Toronto, Ont.), eds. The Development and treatment of childhood aggression. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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Book chapters on the topic "Childhood aggression"

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Doctoroff, Greta L., and Rachelle Theise. "Aggression." In Evidence-Based Practice in Infant and Early Childhood Psychology, 413–41. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269602.ch14.

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Neubauer, Deane. "Childhood Aggression and Violence." In Applied Clinical Psychology, 3–13. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2_1.

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O’Donnell, Clifford R. "Childhood Aggression and Violence." In Applied Clinical Psychology, 285–94. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2_12.

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Crowell, David H. "Childhood Aggression and Violence." In Applied Clinical Psychology, 17–52. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2_2.

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Guerra, Nancy G., Larry Nucci, and L. Rowell Huesmann. "Moral Cognition and Childhood Aggression." In The Plenum Series in Social/Clinical Psychology, 13–33. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9116-7_2.

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Coyne, Sarah M., David A. Nelson, and Marion Underwood. "Aggression in Children." In The Wiley-Blackwell Handbook of Childhood Social Development, 491–509. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444390933.ch26.

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Coie, John D., Mark Belding, and Marion Underwood. "Aggression and Peer Rejection in Childhood." In Advances in Clinical Child Psychology, 125–58. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-9829-5_3.

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Evans, Ian M., and Alice D. Scheuer. "Analyzing Response Relationships in Childhood Aggression." In Applied Clinical Psychology, 75–94. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2_4.

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Thornton, Laura C., and Paul J. Frick. "Aggression and Conduct Disorders." In Handbook of Childhood Psychopathology and Developmental Disabilities Assessment, 245–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93542-3_14.

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Morton, Teru. "Childhood Aggression in the Context of Family Interaction." In Applied Clinical Psychology, 117–58. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2_6.

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Conference papers on the topic "Childhood aggression"

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Pan, Qingquan, Zongkui Zhou, Fan Ping, and Lei Han. "Moral Disengagement in Middle Childhood: Influences on Prosocial and Aggressive Behaviors." In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.760.

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Houston, K., J. Gibb, A. Mpoya, N. Obonyo, P. Olupot-Olupot, E. George, D. Gibb, and K. Maitland. "G265(P) Gastroenteritis aggressive versus slow treatment for rehydration (gastro study): a descriptive analysis." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.258.

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Haber, Michelle, Jayne Murray, Laura Gamble, Ashleigh Carnegie-Clark, Hannah Webber, Michelle Ruhle, Michelle J. Henderson, et al. "Abstract 1611: The FACT histone chaperone complex is highly expressed in aggressive drug refractory childhood cancers and the anti-FACT compound CBL0137 represents a highly promising therapeutic approach in this setting." In Proceedings: AACR 106th Annual Meeting 2015; April 18-22, 2015; Philadelphia, PA. American Association for Cancer Research, 2015. http://dx.doi.org/10.1158/1538-7445.am2015-1611.

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