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David Rabiner

Research Professor of Psychology and Neuroscience
Psychology & Neuroscience
Duke Box 90697, Duke University, Durham, NC 27708
Reuben-Cooke Building - Rm 318, 417 Chapel Drive, Durham, NC 27708

Overview


Dr. Rabiner’s work focuses on violence prevention, ADHD, and interventions to improve academic performance in children with attention difficulties. In the violence prevention area, he is currently working on the GREAT Schools and Families project, a multi-site violence prevention study for middle school students that is funded by the Centers for Disease Control. Other projects include a study of two different computerized interventions for elementary school students with attention difficulties and a study of the misuse and abuse of ADHD medications among college students. He also has long standing interests in improving the quality of care received by children with ADHD and in the relationship between children's social experience and their social cognitive functioning.

Current Appointments & Affiliations


Research Professor of Psychology and Neuroscience · 2012 - Present Psychology & Neuroscience, Trinity College of Arts & Sciences
Affiliate of the Center for Child and Family Policy · 2015 - Present Center for Child and Family Policy, Sanford School of Public Policy

In the News


Published July 7, 2016
New Duke study: Early attention skills most consistent predictor of academic success
Published July 6, 2016
Attention Problems in Early Childhood Can Have Lasting Impact
Published October 23, 2013
What a Difference a Grade Makes

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Recent Publications


Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

Journal Article Journal of school psychology · April 2018 The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regu ... Full text Cite

Attention-Deficit/Hyperactivity Disorder (ADHD): Interaction between socioeconomic status and parental history of ADHD determines prevalence.

Journal Article Journal of child psychology and psychiatry, and allied disciplines · March 2018 BackgroundMany studies have reported a higher prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD) among disadvantaged populations, but few have considered how parental history of ADHD might modify that relationship. We evaluated whether ... Full text Cite

Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects?

Journal Article Journal of attention disorders · November 2016 ObjectiveThis study examined whether the negative association between children's attention difficulties and their academic functioning is largely confined to children whose attention problems persist across early grades and whether it depends on w ... Full text Cite
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Recent Grants


Improving Math Ability via Primitive Number Sense Training

ResearchCo Investigator · Awarded by National Institutes of Health · 2014 - 2015

Effects of Classroom Management Training on Early Learning Skills

ResearchSenior Research Scientist · Awarded by Department of Education · 2009 - 2013

Training in Psychological Intervention Research

Inst. Training Prgm or CMETraining Faculty · Awarded by National Institutes of Health · 2006 - 2011

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Education, Training & Certifications


Duke University · 1987 Ph.D.