“…These include substance use, misuse, and dependence (Brown, Catalano, Fleming, Haggerty, & Abbott, 2005; Catalano, Kosterman, Hawkins, Newcomb, & Abbott, 1996; Catalano et al, 2005; Fleming, Brewer, Gainey, Haggerty, & Catalano, 1997; Kosterman, Hill, Lee, Meacham, Abbott, Catalano, & Hawkins, 2014; Lonczak, Huang, Catalano, Hawkins, Hill, Abbott, Ryan, & Kosterman, 2001; O’Donnell, Hawkins, & Abbott, 1995; Sullivan & Hirschfield, 2011); delinquency and antisocial behavior (Brown, Catalano, Fleming, Haggerty, & Abbott, 2005; Catalano et al, 2005; Kosterman, Haggerty, Spoth, & Redmond, 2004; Sullivan & Hirschfield, 2011); violence (Catalano et al, 2005; Herrenkohl et al, 2001; Huang et al, 2001; Kim, 2009); school problems (Catalano et al, 2005); and other child problem behavior (Catalano, Oxford, Harachi, Abbott, & Haggerty, 1999; Fleming, Catalano, Oxford, & Harachi, 2002; Sullivan & Hirschfield, 2011). Partial tests of the SDM have also provided empirical support for the model’s predictive ability to identify causes of school problems (Kim, 2000); substance use (Choi, Harachi, Gillmore, & Catalano, 2005; Kim, 2000); delinquency and antisocial behavior (Deng & Roosa, 2007; Kim, 2000); aggression (Deng & Roosa, 2007; Kim, 2000); externalizing behavior (Roosa, Zeiders, Knight, Gonzalez, Tein, Saenz, O’Donnell, & Berkel, 2011); and violence (Choi et al, 2005) in diverse samples.…”