David L. Rabiner, Senior Research Scientist and Director of Undergraduate Studies

David L. Rabiner

Senior Research Scientist and Director of Undergraduate Studies
PhD, Duke University, 1987
mailing address: Box 90545 Duke University Durham, NC 27705-4667
office: 317 Soc/Psych
email:
phone: (919) 660-5720

research interests | publications | lab web site | curriculum vita

Research Summary:
 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.

Representative Publications:   (More Publications)

  1. Rabiner, D.L., Murray, D.W., Skinner, A.T., & Malone, P.S. (2009). A randomized trial of two promising computer-based interventions for students with attention difficulties. Journal of Abnormal Child Psychology. (DOI 10.1007/s10802-009-9353-x).  [abs]
  2. Rabiner, D.L., Murray, D.W., Schmid, L., & Malone, P. (2004). An exploration of the relationship between ethnicity, attention problems, and academic achievement. School Psychology Review, 33, 498-509.
  3. Dodge, K.A., & Rabiner, D.L. (2004). Returning to Roots: On Social Information Processing and Moral Development. Child Development, 75, 1003-1008.
  4. Lansford, J.E., & Rabiner, D.L. (2004). The High School Academy: Evaluation of a program to promote a successful transition to high school. Journal of At-Risk Issues, 10, 23-29.
  5. Rabiner, D.L., Malone, P.S., & CPPRG (2004). The impact of tutoring on early reading achievement for children with and without attention problems. Journal of Abnormal Child Psychology, 32, 273-284.