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| Publications of David Rabiner :chronological alphabetical combined listing:
%% Journal Articles
@article{fds331139,
Author = {Murray, DW and Rabiner, DL and Kuhn, L and Pan, Y and Sabet,
RF},
Title = {Investigating teacher and student effects of the Incredible
Years Classroom Management Program in early elementary
school.},
Journal = {Journal of school psychology},
Volume = {67},
Pages = {119-133},
Publisher = {Elsevier BV},
Year = {2018},
Month = {April},
url = {http://dx.doi.org/10.1016/j.jsp.2017.10.004},
Abstract = {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 regulation, attention, and
academic competence. IY-TCM was implemented in 11 rural and
semi-rural schools with K-2 teachers and a diverse student
sample. Outcomes were compared for 45 teachers who
participated in five full day training workshops and brief
classroom consultation and 46 control teachers; these 91
teachers had a total of 1192 students. A high level of
teacher satisfaction was found and specific aspects of the
training considered most valuable for early elementary
teachers were identified. Hierarchical linear modeling
indicated a statistically significant intervention effect on
Positive Climate in the classroom (d=0.45) that did not
sustain into the next school year. No main effects on
student outcomes were observed, although a priori moderator
analyses indicated that students with elevated
social-behavioral difficulties benefitted with regard to
prosocial behavior (d=0.54) and inattention (d=-0.34).
Results highlight potential benefits and limitations of a
universal teacher training program for elementary students,
and suggest strategies for future delivery of the IY-TCM
program and areas for future research.},
Doi = {10.1016/j.jsp.2017.10.004},
Key = {fds331139}
}
@article{fds340337,
Author = {Rowland, AS and Skipper, BJ and Rabiner, DL and Qeadan, F and Campbell,
RA and Naftel, AJ and Umbach, DM},
Title = {Attention-Deficit/Hyperactivity Disorder (ADHD): Interaction
between socioeconomic status and parental history of ADHD
determines prevalence.},
Journal = {Journal of child psychology and psychiatry, and allied
disciplines},
Volume = {59},
Number = {3},
Pages = {213-222},
Publisher = {WILEY},
Year = {2018},
Month = {March},
url = {http://dx.doi.org/10.1111/jcpp.12775},
Abstract = {<h4>Background</h4>Many 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 the prevalence of ADHD
varies by socioeconomic status (SES) and parental history of
ADHD in a population-sample of elementary school children
age 6-14 years.<h4>Methods</h4>We screened all children in
grades 1-5 in 17 schools in one North Carolina (U.S.) county
for ADHD using teacher rating scales and 1,160 parent
interviews, including an ADHD structured interview (DISC).
We combined parent and teacher ratings to determine DSM-IV
ADHD status. Data analysis was restricted to 967 children
with information about parental history of ADHD. SES was
measured by family income and respondent
education.<h4>Results</h4>We found an interaction between
family income and parental history of ADHD diagnosis
(p = .016). The SES gradient was stronger in families
without a parental history and weaker among children with a
parental history. Among children without a parental history
of ADHD diagnosis, low income children had 6.2 times the
odds of ADHD (95% CI 3.4-11.3) as high income children after
adjusting for covariates. Among children with a parental
history, all had over 10 times the odds of ADHD as high
income children without a parental history but the SES
gradient between high and low income children was less
pronounced [odds ratio (OR) = 1.4, 95% CI
0.6-3.5].<h4>Conclusions</h4>Socioeconomic status and
parental history of ADHD are each strong risk factors for
ADHD that interact to determine prevalence. More research is
needed to dissect the components of SES that contribute to
risk of ADHD. Future ADHD research should evaluate whether
the strength of other environmental risk factors vary by
parental history. Early identification and interventions for
children with low SES or parental histories of ADHD should
be explored.},
Doi = {10.1111/jcpp.12775},
Key = {fds340337}
}
@article{fds322024,
Author = {Rabiner, DL and Carrig, MM and Dodge, KA},
Title = {Attention Problems and Academic Achievement: Do Persistent
and Earlier-Emerging Problems Have More Adverse Long-Term
Effects?},
Journal = {Journal of attention disorders},
Volume = {20},
Number = {11},
Pages = {946-957},
Year = {2016},
Month = {November},
url = {http://dx.doi.org/10.1177/1087054713507974},
Abstract = {<h4>Objective</h4>This 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 when attention problems emerge in
children's schooling.<h4>Method</h4>Children from the
normative sample of the Fast Track study were classified
into four attention problem groups based on the presence
versus absence of attention problems in first and second
grade.<h4>Results</h4>Those with attention problems in both
grades showed a decline in reading and math achievement
during the K-5 interval relative to children with attention
problems in first grade only. Both groups of inattentive
first graders also performed worse than comparison children.
In contrast, children whose attention problems emerged in
second grade did not differ from comparison children on any
achievement outcome performed significantly better than
inattentive first graders.<h4>Conclusion</h4>The
implications of these findings are discussed.},
Doi = {10.1177/1087054713507974},
Key = {fds322024}
}
@article{fds322025,
Author = {Rabiner, DL and Godwin, J and Dodge, KA},
Title = {Predicting academic achievement and attainment: The
contribution of early academic skills, attention
difficulties, and social competence},
Journal = {School Psychology Review},
Volume = {45},
Number = {2},
Pages = {250-267},
Publisher = {National Association of School Psychologists
(NASP)},
Year = {2016},
Month = {June},
url = {http://dx.doi.org/10.17105/SPR45-2.250-267},
Abstract = {Research predicting academic achievement from early
academic, attention, and socioemotional skills has largely
focused on elementary school outcomes and rarely included
peer assessments of social competence. We examined
associations between these early child characteristics and
academic outcomes into young adulthood using the Fast Track
normative sample (n = 386). Reading achievement after fifth
grade was significantly higher in children with better early
reading skills and significantly lower in children with
early attention difficulties. Math achievement was predicted
by early reading and math skills, while school grades were
significantly lower in children with lower peer acceptance
and higher attention difficulties. Children with early
attention difficulties were 40% less likely to graduate from
high school. Years of education by young adulthood was
significantly reduced in children with lower early reading
skills, lower social acceptance, and higher attention
difficulties; these early child characteristics affected
long-term academic outcomes indirectly through their impact
on intermediate academic outcomes.},
Doi = {10.17105/SPR45-2.250-267},
Key = {fds322025}
}
@article{fds253531,
Author = {Rowland, AS and Skipper, BJ and Umbach, DM and Rabiner, DL and Campbell,
RA and Naftel, AJ and Sandler, DP},
Title = {The Prevalence of ADHD in a Population-Based
Sample.},
Journal = {Journal of attention disorders},
Volume = {19},
Number = {9},
Pages = {741-754},
Year = {2015},
Month = {September},
ISSN = {1087-0547},
url = {http://dx.doi.org/10.1177/1087054713513799},
Abstract = {<h4>Objective</h4>Few studies of ADHD prevalence have used
population-based samples, multiple informants, and
Diagnostic and Statistical Manual of Mental Disorders (4th
ed.; DSM-IV) criteria. Moreover, children who are
asymptomatic while receiving ADHD medication often have been
misclassified. Therefore, we conducted a population-based
study to estimate the prevalence of ADHD in elementary
school children using DSM-IV criteria.<h4>Method</h4>We
screened 7,587 children for ADHD. Teachers of 81% of the
children completed a DSM-IV checklist. We then interviewed
parents using a structured interview (DISC). Of these, 72%
participated. Parent and teacher ratings were combined to
determine ADHD status. We also estimated the proportion of
cases attributable to other conditions.<h4>Results</h4>Overall,
15.5% of our sample met DSM- (4th ed.; text rev., DSM-IV-TR)
criteria for ADHD (95% CI [14.6%, 16.4%]); 42% of cases
reported no previous diagnosis. With additional information,
other conditions explained 9% of cases.<h4>Conclusion</h4>The
prevalence of ADHD in this population-based sample was
considerably higher than 3% to 7%. To compare study results,
the DSM criteria need standardization.},
Doi = {10.1177/1087054713513799},
Key = {fds253531}
}
@article{fds253530,
Author = {Young, AS and Rabiner, D},
Title = {Racial/ethnic differences in parent-reported barriers to
accessing children's health services.},
Journal = {Psychological services},
Volume = {12},
Number = {3},
Pages = {267-273},
Year = {2015},
Month = {August},
ISSN = {1541-1559},
url = {http://dx.doi.org/10.1037/a0038701},
Abstract = {The goals of this study were to identify whether barriers
that parents perceived to using health care differed by
service type (medical vs. mental health care) and whether
there were racial/ethnic differences in barriers.
Participants were a community sample of 275 parents (34.2%
African American, 36.7% Caucasian, and 29.1% Hispanic) of
children ages 9-13 years old who rated the extent to which
potential barriers in 3 broad domains (stigma-related,
logistical, and socioeconomic) would prevent or delay them
from obtaining services. They also rated internalizing and
externalizing problems exhibited by their child. Overall,
parents reported greater socioeconomic and stigma-related
barriers to obtaining mental health services than medical
services. Hispanic parents reported socioeconomic and
stigma-related barriers as more inhibiting than did
African-American parents. Findings highlight the importance
of strengthening relationships between mental health care
providers and the community to reduce the stigma associated
with seeking mental health treatment for children and better
educating parents about the potential benefits of treatment.
Policy focused on educating parents about their insurance
options and improving insurance coverage may help to reduce
socioeconomic barriers.},
Doi = {10.1037/a0038701},
Key = {fds253530}
}
@article{fds253534,
Author = {Rabiner, DL},
Title = {Stimulant prescription cautions: addressing misuse,
diversion and malingering.},
Journal = {Current psychiatry reports},
Volume = {15},
Number = {7},
Pages = {375},
Year = {2013},
Month = {July},
ISSN = {1523-3812},
url = {http://dx.doi.org/10.1007/s11920-013-0375-2},
Abstract = {As prescriptions for stimulant medication to treat ADHD have
increased, so have concerns about the nonmedical use and
diversion of stimulant medication, especially among college
students. There is also growing concern about young adults
feigning ADHD in order to receive a prescription for
stimulant medication. This paper summarizes recent research
on the nonmedical use and diversion of stimulant medication
with a focus on the prevalence of these behaviors,
motivations for nonmedical use, factors associated with
nonmedical use, and the consequences of such use. Research
on the medical misuse of prescribed medication and
malingering to obtain a diagnosis of ADHD is also
discussed.},
Doi = {10.1007/s11920-013-0375-2},
Key = {fds253534}
}
@misc{fds220750,
Author = {Rabiner, D.L. and Carrig, M. and Dodge, K.A.},
Title = {Attention problems and academic achievement: Do persistent
and earlier-emerging problems have more adverse long-term
effects?},
Journal = {Journal of Attention Disorders},
Year = {2013},
ISSN = {1557-1246},
Key = {fds220750}
}
@article{fds220752,
Author = {Multisite Violence Prevention Project},
Title = {Implementation and process effects on prevention outcomes
for middle school students.},
Journal = {Journal of Clinical Child & Adolescent Psychology},
Year = {2013},
ISSN = {1537-4424},
Key = {fds220752}
}
@article{fds220754,
Author = {Green, A.L. and Rabiner, D.L.},
Title = {Prevalence and Correlates of ADHD in College Students: A
Comparison of Diagnostic Methods.},
Journal = {Journal of Educational and Developmental
Psychology},
Volume = {3},
Number = {124-132},
Year = {2013},
ISSN = {1927-0526},
Key = {fds220754}
}
@article{fds220755,
Author = {Henry, D.B. and Dymnicki, A.B. and Schoeny, M.E. and Meyer, A.L. and Martin, N.C. and the Multisite Violence Prevention
Project.},
Title = {Middle school students overestimate normative support for
aggression and underestimate normative support for
nonviolent problem-solving strategies.},
Journal = {Journal of Applied Social Psychology},
Year = {2013},
ISBN = {In press.},
ISSN = {1559-1816},
Key = {fds220755}
}
@misc{fds220678,
Author = {D.W. Murray and D.L. Rabiner},
Title = {Teacher use of computer-assisted instruction for young
inattentive students: Implications for implementation and
teacher preparation.},
Journal = {Journal of Education and Training Strategies},
Year = {2013},
Key = {fds220678}
}
@article{fds220679,
Author = {Rowland, A. and Skipper, B. and Umbach, D.M. and Rabiner, D.L. and Naftel, A.J. and Sandler, D.P.},
Title = {The prevalence of ADHD has been underestimated: Evidence
from a population-based epidemiologic study},
Journal = {Journal of Attention Disorders},
Year = {2013},
ISSN = {1557-1246},
Key = {fds220679}
}
@article{fds253544,
Author = {Green, AL and Rabiner, DL},
Title = {What do we really know about college students with
ADHD?},
Journal = {Neurotherapeutics},
Volume = {9},
Number = {3},
Pages = {559-568},
Year = {2012},
Month = {July},
ISSN = {1933-7213},
url = {http://dx.doi.org/10.1007/s13311-012-0127-8},
Abstract = {Research on ADHD in college students began in the 1990s and
has been steadily increasing in recent years. Because young
adults with ADHD who attend college have experienced greater
academic success during high school than many peers with the
disorder, which is likely to be associated with better
overall functioning, the degree to which they experience
similar patterns of adjustment difficulties was not
initially known. Accumulating research suggests that college
students with ADHD experience less academic success and
greater psychological and emotional difficulties than other
students and use alcohol and drugs at higher rates. However,
conclusions to be drawn from this research are limited by
the use of small samples that may not be representative of
the wider population of students with ADHD, and a lack of
diagnostic rigor in identifying students with ADHD to be
included in such research. Studies of the effectiveness of
psychosocial treatments, medication treatment, and academic
accommodations are extremely limited or nonexistent. Issues
particularly germane to college students include feigning
ADHD and the misuse and diversion of stimulant medication.
Given that at least 25 % of college students with
disabilities are diagnosed with ADHD, methodologically sound
investigations are clearly needed in order to better
understand the impact of ADHD on college students’
adjustment and to develop and implement interventions that
can enhance students’ success.},
Doi = {10.1007/s13311-012-0127-8},
Key = {fds253544}
}
@misc{fds213702,
Author = {D.B. Henry and The Multisite Violence Prevention
Group},
Title = {Mediators of Effects of a Selective Family Focused Violence
Prevention Approach for Middle School Students.},
Journal = {Prevention Science},
Volume = {13},
Number = {1},
Pages = {1-14},
Year = {2012},
Month = {February},
ISSN = {1389-4986},
Abstract = {This study examined how parenting and family characteristics
targeted in a selective prevention program mediated effects
on key youth proximal outcomes related to violence
perpetration. The selective intervention was evaluated
within the context of a multi-site trial involving random
assignment of 37 schools to four conditions: a universal
intervention composed of a student social-cognitive
curriculum and teacher training, a selective family-focused
intervention with a subset of high-risk students, a
condition combining these two interventions, and a
no-intervention control condition. Two cohorts of
sixth-grade students (total N = 1,062) exhibiting high
levels of aggression and social influence were the sample
for this study. Analyses of pre-post change compared to
controls using intent-to-treat analyses found no significant
effects. However, estimates incorporating participation of
those assigned to the intervention and predicted
participation among those not assigned revealed significant
positive effects on student aggression, use of aggressive
strategies for conflict management, and parental estimation
of student’s valuing of achievement. Findings also
indicated intervention effects on two targeted family
processes: discipline practices and family cohesion.
Mediation analyses found evidence that change in these
processes mediated effects on some outcomes, notably
aggressive behavior and valuing of school achievement.
Results support the notion that changing parenting practices
and the quality of family relationships can prevent the
escalation in aggression and maintain positive school
engagement for high-risk youth.},
Key = {fds213702}
}
@article{fds253540,
Author = {Murray, DW and Rabiner, DL and Hardy, KK},
Title = {Teacher management practices for first graders with
attention problems.},
Journal = {Journal of attention disorders},
Volume = {15},
Number = {8},
Pages = {638-645},
Year = {2011},
Month = {November},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20837985},
Abstract = {<h4>Objective</h4>To examine whether teacher reports of
accommodations and interventions for inattentive first
graders are consistent with best practice
guidelines.<h4>Method</h4>A total of 36 teachers completed
the Teacher Management Questionnaire (TMQ) for 92 students
in five predominantly low-income, minority schools. The TMQ
is a newly developed measure designed to assess the
frequency with which teachers implement a variety of
accommodations and interventions with individual students.
Additional teacher and student background data were
collected on the inattentive sample, including behavior
ratings and academic testing.<h4>Results</h4>Teachers
reported variable implementation of different management
strategies, with more frequent use of class-wide structure
and organizational interventions, and less frequent
assignment modifications and individual behavior plans.
Greater use of some strategies was reported for inattentive
students and those with additional risk characteristics such
as oppositional behavior and school-based
referrals.<h4>Conclusion</h4>Teachers appear to
differentiate some management strategies based on the
presence of attention problems, although their self-reported
implementation is not well aligned with best practice
guidelines.},
Doi = {10.1177/1087054710378234},
Key = {fds253540}
}
@article{fds253545,
Author = {Murray, DW and Rabiner, DL and Hardy, K},
Title = {Teacher Management Practices for 1st Graders with Attention
Problems.},
Journal = {Journal of Attention Disorders},
Volume = {15},
Pages = {639-646},
Year = {2011},
Month = {November},
Key = {fds253545}
}
@article{fds253546,
Author = {Rabiner, DL and Anastopoulos, AD and Costello, EJ and Hoyle, RH and Swartzwelder, HS},
Title = {Predictors of nonmedical ADHD medication use by college
students.},
Journal = {J Atten Disord},
Volume = {13},
Number = {6},
Pages = {640-648},
Year = {2010},
Month = {May},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19465730},
Abstract = {OBJECTIVE: To identify the predictors of nonmedical ADHD
medication use by college students. PARTICIPANTS: A total of
843 undergraduates attending one public or one private
university in southeastern United States. METHOD: Students
completed a Web-based survey inquiring about ADHD medication
use during the first semester freshman of their year and a
second time during the second semester of their sophomore
year. RESULTS: A total of 45 participants (5.3%) reported
the onset of nonmedical ADHD use between the two survey
administrations. The majority of these students were high
substance users as freshman. Attention difficulties also
predicted the onset of nonmedical use, especially in the
absence of excessive substance use. Compared with other
nonmedical users of ADHD medication, those reporting
attention difficulties had lower GPAs, greater academic
concerns, and higher levels of depressive symptoms.
CONCLUSION: Attention difficulties contribute to the onset
of nonmedical ADHD medication use in a significant minority
of nonmedical users. These students may begin using ADHD
medication to address attention problems they experience as
undermining their academic success.},
Doi = {10.1177/1087054709334505},
Key = {fds253546}
}
@article{fds253547,
Author = {Rabiner, DL and Murray, DW and Rosen, L and Hardy, K and Skinner, A and Underwood, M},
Title = {Instability in teacher ratings of children's inattentive
symptoms: implications for the assessment of
ADHD.},
Journal = {Journal of developmental and behavioral pediatrics :
JDBP},
Volume = {31},
Number = {3},
Pages = {175-180},
Year = {2010},
Month = {April},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20305572},
Abstract = {<h4>Objective</h4>To examine the cross-grade stability of
clinically elevated teacher ratings of inattentive symptoms
in 3 samples of elementary schoolchildren.<h4>Participants
and methods</h4>Samples 1 and 2 included 27 first graders
and 24 fourth graders, respectively, identified based on
clinically elevated teacher ratings of inattentive symptoms.
The third sample included 28 children in grades 1 to 4 from
the Multimodal Treatment Study of attention-deficit
hyperactivity disorder (Multimodal Treatment Study of
Children with attention-deficit hyperactivity disorder
Study) with a confirmed attention-deficit hyperactivity
disorder diagnosis. Teacher ratings of inattentive symptoms
were completed an average of 12 to 14 months apart so that
cross-grade stability of elevated ratings could be computed
for each sample.<h4>Results</h4>In all 3 samples, clinically
elevated ratings persisted for less than 50% of children and
between 25% and 50% had ratings that declined to within the
normative range. The decline in attention difficulties was
not related to hyperactivity, oppositional behavior, or
anxiety at baseline, nor was it explained by children
beginning medication treatment.<h4>Conclusions</h4>Many
elementary-aged children rated by their teachers as highly
inattentive are not considered to demonstrate these problems
the following year, even children with a confirmed
attention-deficit hyperactivity disorder diagnosis. The
instability in clinically elevated teacher ratings found
across 3 independent samples highlights the importance of
annual reevaluations to avoid treating children for problems
that may no longer be present.},
Doi = {10.1097/dbp.0b013e3181d5a2d8},
Key = {fds253547}
}
@article{fds253548,
Author = {Quinn, WH and Hall, DB and Smith, EP and Rabiner,
D},
Title = {Predictors of family participation in a multiple family
group intervention for aggressive middle school
students},
Journal = {Journal of Community Psychology},
Volume = {38},
Number = {2},
Pages = {227-244},
Publisher = {WILEY},
Year = {2010},
Month = {March},
ISSN = {0090-4392},
url = {http://dx.doi.org/10.1002/jcop.20361},
Abstract = {The authors examine predictors of family participation in
the G.R.E.A.T. Families Program of the Multisite Violence
Prevention Project (MVPP), a four-site collaboration
examining student, teacher, and family interventions for
middle school students. Teachers recruited two cohorts of
sixth grade students, recognized as being aggressive and
influential with their peers, and their families into a
voluntary, 15-session weekly program. Among the 643 families
that consented (66%), the mean number of sessions attended
was 8.13, with almost half (48.3%) attending 11 or more
sessions. Linear mixed models (LMMs) were developed to
predict the number of sessions attended based on a cluster
of demographic variables and scales designed to measure
aggression, problem behaviors, family factors, and other
psychosocial constructs. Three of the nine clusters held
significance when associated with attendance: level of
aggression as rated by the child (negative association),
parent-child bond (negative association), and level of child
victimization (positive association). Somewhat surprisingly,
the variance component due to interventionist turned out to
be small and to constitute a nonsignificant component of the
overall variability in attendance. Results suggest that
family recruitment for multiple family group programs can be
achieved with substantial effort and that resources
available for recruitment might be differentially applied
across families based on predictors of attendance. © 2010
Wiley Periodicals, Inc.},
Doi = {10.1002/jcop.20361},
Key = {fds253548}
}
@article{fds253549,
Author = {Rabiner, DL and Murray, DW and Skinner, AT and Malone,
PS},
Title = {A randomized trial of two promising computer-based
interventions for students with attention
difficulties.},
Journal = {Journal of abnormal child psychology},
Volume = {38},
Number = {1},
Pages = {131-142},
Year = {2010},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19697119},
Abstract = {Few studies have examined whether attention can be improved
with training, even though attention difficulties adversely
affect academic achievement. The present study was a
randomized-controlled trial evaluating the impact of
Computerized Attention Training (CAT) and Computer Assisted
Instruction (CAI) on attention and academic performance in
77 inattentive first graders. Students receiving either
intervention were more likely than controls to show a
moderate decline in teacher rated attention problems in
first grade. Students receiving CAI also showed gains in
reading fluency and in teacher ratings of academic
performance. Intervention effects for attention were absent
by second grade largely because attention problems declined
in all groups. However, post hoc analyses indicated
potential longer-term benefits for children with 6 or more
inattentive symptoms at baseline. Persistent attention
problems were associated with poorer academic performance in
multiple domains. Results provide initial evidence that CAT
and CAI can improve children's attention in the classroom -
and support additional studies to determine whether more
clinically significant benefits are attainable.},
Doi = {10.1007/s10802-009-9353-x},
Key = {fds253549}
}
@article{fds253550,
Author = {Blase, SL and Gilbert, AN and Anastopoulos, AD and Costello, EJ and Hoyle, RH and Swartzwelder, HS and Rabiner, DL},
Title = {Self-reported ADHD and adjustment in college:
cross-sectional and longitudinal findings.},
Journal = {J Atten Disord},
Volume = {13},
Number = {3},
Pages = {297-309},
Year = {2009},
Month = {November},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19474463},
Abstract = {OBJECTIVE: To examine the association between self-reported
ADHD and college adjustment. PARTICIPANTS: Study 1 included
nearly 3400 undergraduates attending a public and private
university. Study 2 included 846 students who participated
during freshman and sophomore year. METHOD: Students
completed a web-based survey that assessed diagnostic status
and adjustment in multiple domains. RESULTS: Relative to
other students, those with self-reported ADHD had lower GPAs
and reported more academic concerns, depressive symptoms,
social concerns, emotional instability, and substance use.
Overall, however, most were making satisfactory adjustments
in these domains. Benefits of medication treatment were not
found. Freshman year ADHD predicted lower GPA, increased
academic concerns and alcohol use, and smoking initiation.
CONCLUSION: Students with ADHD struggled relative to peers
but most were adjusting reasonably well across multiple
domains. Future research should move beyond the use of
self-reported diagnosis and more carefully examine the
impact of medication treatment in this population.},
Doi = {10.1177/1087054709334446},
Key = {fds253550}
}
@article{fds253553,
Author = {Rabiner, DL and Anastopoulos, AD and Costello, EJ and Hoyle, RH and McCabe, SE and Swartzwelder, HS},
Title = {Motives and perceived consequences of nonmedical ADHD
medication use by college students: are students treating
themselves for attention problems?},
Journal = {J Atten Disord},
Volume = {13},
Number = {3},
Pages = {259-270},
Year = {2009},
Month = {November},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18664714},
Abstract = {OBJECTIVE: This study examines why college students without
a prescription take ADHD medication, what they perceive the
consequences of this to be, and whether attention problems
are associated with this behavior. METHOD: More than 3,400
undergraduates attending one public and one private
university in the southeastern United States completed a
Web-based survey. RESULTS: Nonmedical ADHD medication use in
the prior 6 months was reported by 5.4% of respondents and
was positively associated with self-reported attention
difficulties. Enhancing the ability to study was the most
frequent motive reported; nonacademic motives were less
common. Students perceived nonmedical use to be beneficial
despite frequent reports of adverse reactions. CONCLUSION:
Students without prescriptions use ADHD medication primarily
to enhance academic performance and may do so to ameliorate
attention problems that they experience as undermining their
academic success. The academic, social, and biomedical
consequences of illicit ADHD medication use among college
students should be researched further.},
Doi = {10.1177/1087054708320399},
Key = {fds253553}
}
@article{fds253551,
Author = {Rabiner, DL and Anastopoulos, AD and Costello, EJ and Hoyle, RH and McCabe, SE and Swartzwelder, HS},
Title = {The misuse and diversion of prescribed ADHD medications by
college students.},
Journal = {J Atten Disord},
Volume = {13},
Number = {2},
Pages = {144-153},
Year = {2009},
Month = {September},
ISSN = {1087-0547},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19448150},
Abstract = {OBJECTIVE: This study assesses the misuse and diversion of
prescribed attention-deficit/hyperactivity disorder (ADHD)
medications. METHOD: One hundred fifteen students, attending
two universities, with prescriptions for ADHD medications
completed a Web survey in spring 2007. RESULTS: Eighty-nine
of 115 students (69%) used their ADHD medications as
prescribed, whereas 36 (31%) had misused during college by
taking larger or more frequent doses than prescribed or by
using someone else's medication. Nine students (8%) reported
intranasal use during the previous 6 months, and 30 (26%)
had diverted medications to peers. Misuse was associated
with impulsivity and with other substance use. Enhancing the
ability to study outside of class was students' primary
motive for misuse, but nonacademic reasons were also
reported. Students who misused ADHD medications generally
felt that doing so was helpful. CONCLUSIONS: Although most
students use their ADHD medication as prescribed, misuse and
diversion is not uncommon. Because enhancing academic
performance was the primary motive for misuse, the results
raise questions about whether undergraduates with ADHD
perceive their treatment as adequate and the extent to which
physicians and students communicate about issues related to
medication adjustments.},
Doi = {10.1177/1087054708320414},
Key = {fds253551}
}
@article{fds253552,
Author = {Dodge, TMVPPKA and member},
Title = {The ecological effects of universal and selective violence
prevention programs for middle school students: A randomized
trial},
Journal = {Journal of Consulting and Clinical Psychology},
Volume = {77},
Number = {3},
Pages = {526.-542.},
Year = {2009},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037/a0014395},
Abstract = {This study reports the findings of a multisite randomized
trial evaluating the separate and combined effects of 2
school-based approaches to reduce violence among early
adolescents. A total of 37 schools at 4 sites were
randomized to 4 conditions: (1) a universal intervention
that involved implementing a student curriculum and teacher
training with 6th-grade students and teachers, (2) a
selective intervention in which a family intervention was
implemented with a subset of 6th-grade students exhibiting
high levels of aggression and social influence, (3) a
combined intervention condition, and (4) a no-intervention
control condition. Analyses of multiple waves of data from 2
cohorts of students at each school (N = 5,581) within the
grade targeted by the interventions revealed a complex
pattern. There was some evidence to suggest that the
universal intervention was associated with increases in
aggression and reductions in victimization; however, these
effects were moderated by preintervention risk. In contrast,
the selective intervention was associated with decreases in
aggression but no changes in victimization. These findings
have important implications for efforts to develop effective
violence prevention programs.},
Doi = {10.1037/a0014395},
Key = {fds253552}
}
@article{fds253537,
Author = {Rowland, AS and Skipper, B and Rabiner, DL and Umbach, DM and Stallone,
L and Campbell, RA and Hough, RL and Naftel, AJ and Sandler,
DP},
Title = {The shifting subtypes of ADHD: classification depends on how
symptom reports are combined.},
Journal = {Journal of abnormal child psychology},
Volume = {36},
Number = {5},
Pages = {731-743},
Year = {2008},
Month = {July},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-007-9203-7},
Abstract = {Research on the correlates of ADHD subtypes has yielded
inconsistent findings, perhaps because the procedures used
to define subtypes vary across studies. We examined this
possibility by investigating whether the ADHD subtype
distribution in a community sample was sensitive to
different methods for combining informant data. We conducted
a study to screen all children in grades 1-5 (N = 7847) in a
North Carolina County for ADHD. Teachers completed a DSM-IV
behavior rating scale and parents completed a structured
telephone interview. We found substantial differences in the
distribution of ADHD subtypes depending on whether one or
both sources were used to define the subtypes. When parent
and teacher data were combined, the procedures used
substantially influenced subtype distribution. We conclude
the ADHD subtype distribution is sensitive to how symptom
information is combined and that standardization of the
subtyping process is required to advance our understanding
of the correlates of different ADHD subtypes.},
Doi = {10.1007/s10802-007-9203-7},
Key = {fds253537}
}
@article{fds253539,
Author = {Murray, DW and Rabiner, D and Schulte, A and Newitt,
K},
Title = {Feasibility and integrity of a parent-teacher consultation
intervention for ADHD students},
Journal = {Child and Youth Care Forum},
Volume = {37},
Number = {3},
Pages = {111-126},
Publisher = {Springer Nature},
Year = {2008},
Month = {June},
ISSN = {1053-1890},
url = {http://dx.doi.org/10.1007/s10566-008-9054-6},
Abstract = {This study examined the feasibility and integrity of a daily
report card (DRC) intervention in a small sample of randomly
assigned elementary students with previously diagnosed ADHD
and classroom impairment. In order to enhance
implementation, a conjoint behavioral consultation approach
was used in which parents were engaged as active
participants in the treatment. Intervention parents and
teachers maintained moderately high levels of adherence over
4 months based on multiple methods of implementation
assessment, and acceptability ratings were all very
favorable. Intervention participants demonstrated
significant improvement in academic skills and productivity
at post-test as compared to control participants, with
moderately large effect sizes. Results suggest that a DRC
intervention implemented within conjoint parent-teacher
consultation may help to reduce the research to practice gap
in evidence-based school interventions. © 2008 Springer
Science+Business Media, LLC.},
Doi = {10.1007/s10566-008-9054-6},
Key = {fds253539}
}
@article{fds253541,
Author = {Rabiner, DL and Anastopoulos, AD and Costello, J and Hoyle, RH and Swartzwelder, HS},
Title = {Adjustment to college in students with ADHD.},
Journal = {J Atten Disord},
Volume = {11},
Number = {6},
Pages = {689-699},
Year = {2008},
Month = {May},
ISSN = {1087-0547},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17712172},
Abstract = {OBJECTIVE: To examine college adjustment in students
reporting an ADHD diagnosis and the effect of medication
treatment on students' adjustment. METHOD: 1,648
first-semester freshmen attending a public and a private
university completed a Web-based survey to examine their
adjustment to college. RESULTS: Compared with 200 randomly
selected control students, 68 students with ADHD reported
more academic concerns and depressive symptoms. This was
explained by higher rates of inattentive symptoms among
students with ADHD and was unrelated to hyperactive-impulsive
symptoms. Among students with ADHD, medication treatment was
not related to better adjustment or diminished ADHD
symptoms. The contribution of inattention to academic
concerns and depressive symptoms remained significant when
controlling for personality traits. CONCLUSION: Students
with ADHD experience greater academic performance concerns
and depressive symptoms during the transition to college.
Medication treatment did not appear to diminish ADHD
symptoms nor enhance students' adjustment.},
Doi = {10.1177/1087054707305106},
Key = {fds253541}
}
@article{fds253543,
Author = {Dodge, MVPPKA and member},
Title = {The multisite violence prevention project: Impact of a
universal school-based violence prevention program on
social-cognitive outcomes},
Journal = {Prevention Science},
Volume = {9},
Number = {4},
Pages = {231-244},
Year = {2008},
ISSN = {1389-4986},
url = {http://dx.doi.org/10.1007/s11121-008-0101-1},
Abstract = {This study evaluated the impact of a universal school-based
violence prevention program on social-cognitive factors
associated with aggression and nonviolent behavior in early
adolescence. The effects of the universal intervention were
evaluated within the context of a design in which two
cohorts of students at 37 schools from four sites (N=5,581)
were randomized to four conditions: (a) a universal
intervention that involved implementing a student curriculum
and teacher training with sixth grade students and teachers;
(b) a selective intervention in which a family intervention
was implemented with a subset of sixth grade students
exhibiting high levels of aggression and social influence;
(c) a combined intervention condition; and (d) a
no-intervention control condition. Short-term and long-term
(i.e., 2-year post-intervention) universal intervention
effects on social-cognitive factors targeted by the
intervention varied as a function of students'
pre-intervention level of risk. High-risk students benefited
from the intervention in terms of decreases in beliefs and
attitudes supporting aggression, and increases in
self-efficacy, beliefs and attitudes supporting nonviolent
behavior. Effects on low-risk students were in the opposite
direction. The differential pattern of intervention effects
for low- and high-risk students may account for the absence
of main effects in many previous evaluations of universal
interventions for middle school youth. These findings have
important research and policy implications for efforts to
develop effective violence prevention programs. © 2008
Society for Prevention Research.},
Doi = {10.1007/s11121-008-0101-1},
Key = {fds253543}
}
@article{fds253542,
Author = {Epstein, JN and Rabiner, D and Johnson, DE and Fitzgerald, DP and Chrisman, A and Erkanli, A and Sullivan, KK and March, JS and Margolis,
P and Norton, EC and Conners, CK},
Title = {Improving attention-deficit/hyperactivity disorder treatment
outcomes through use of a collaborative consultation
treatment service by community-based pediatricians: a
cluster randomized trial.},
Journal = {Arch Pediatr Adolesc Med},
Volume = {161},
Number = {9},
Pages = {835-840},
Year = {2007},
Month = {September},
ISSN = {1072-4710},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17768282},
Abstract = {OBJECTIVE: To test whether adoption of a collaborative
consultative service model results in improved patient
outcomes. DESIGN: Twelve pediatric practices were randomly
assigned to receive access to collaborative consultative
services or to a control group. SETTING: Community-based
pediatric offices. PARTICIPANTS: Fifty-two pediatricians and
their 377 patients with attention-deficit/hyperactivity
disorder (ADHD). Intervention A collaborative consultative
service promoting the use of titration trials and periodic
monitoring during medication maintenance. Main Outcome
Measure Physician practice behaviors and child ADHD
symptomatology. RESULTS: Using self-report of pediatricians,
the collaborative consultative service increased the use of
evidence-based practices by pediatricians, but no difference
in children's ADHD symptomatology was observed between the
groups. However, many pediatricians did not fully use the
collaborative consultative services. Those children who
actually received collaborative consultative services showed
significant behavioral improvement compared with children
not receiving these services. CONCLUSIONS: When actually
implemented by pediatricians, the collaborative consultative
service appears to be an effective method for facilitating
evidence-based treatment procedures for ADHD and use of
these procedures appear to improve children's outcomes.
Barriers to implementation of collaborative consultative
service in pediatric practice need to be further
understood.},
Doi = {10.1001/archpedi.161.9.835},
Key = {fds253542}
}
@article{fds253554,
Author = {Rabiner, DL and Coie, JD and Miller-Johnson, S and Boykin, ASM and Lochman, JE},
Title = {Predicting the persistence of aggressive offending of
African American males from adolescence into young
adulthood: The importance of peer relations, aggressive
behavior, and ADHD symptoms},
Journal = {Journal of Emotional and Behavioral Disorders},
Volume = {13},
Number = {3},
Pages = {131-140},
Publisher = {SAGE Publications},
Year = {2005},
Month = {January},
ISSN = {1063-4266},
url = {http://dx.doi.org/10.1177/10634266050130030101},
Abstract = {This study examined the predictors of aggressive offending
that persisted from adolescence into young adulthood in an
initial sample of 622 African American youth who were
interviewed every 2 years between the ages of 12 and 22.
Participants were classified as persistent aggressive
offenders (n = 27) if they reported committing a felony
assault during adolescence and young adulthood; as
adolescent-only aggressive offenders (n = 65) if they
reported a felony assault during adolescence but not during
young adulthood; and as never aggressive (n = 102) if they
never reported a felony assault. (Participants with missing
data who could not be accurately classified were excluded
from the sample.) Compared to aggressive offenders,
persistent aggressive offenders were more likely to be male
and to have been rejected by peers in late childhood.They
also reported more attention-deficit/hyperactivity disorder
(ADHD) symptoms in late childhood. Compared to participants
who never reported an aggressive offense, adolescent-only
aggressive offenders were rated as more aggressive by peers
and reported more ADHD symptoms but were not more likely to
have been rejected.},
Doi = {10.1177/10634266050130030101},
Key = {fds253554}
}
@article{fds253579,
Author = {Rabiner, DL and Murray, DW and Schmid, L and Malone,
PS},
Title = {An exploration of the relationship between ethnicity,
attention problems, and academic achievement},
Journal = {School Psychology Review},
Volume = {33},
Number = {4},
Pages = {498-509},
Year = {2004},
Month = {December},
ISSN = {0279-6015},
Abstract = {There has been longstanding concern about achievement
differences across ethnic groups. Inattention is a
significant factor associated with underachievement, and
higher ratings of inattention have been found for some
minority groups. The present study examined the relationship
between inattention and achievement across Caucasian,
African American, and Hispanic first graders. Thirty-three
teachers rated over 600 students on their academic
achievement, inattentive classroom behavior, oppositional
behavior, hyperactivity, and anxiety. Only attention
problems, and not other behavior problems, were
independently associated with diminished academic
achievement. Of particular interest is that a substantial
portion of the achievement gap between African American and
Caucasian students was related to higher rates of attention
difficulties among the former, even though attention
problems and achievement were more strongly associated among
Caucasians. The implications of these findings for efforts
to promote student achievement, and to reduce the
achievement gap between African American and Caucasian
students, are discussed.},
Key = {fds253579}
}
@article{fds253578,
Author = {Dodge, KA and Rabiner, DL},
Title = {Returning to roots: on social information processing and
moral development.},
Journal = {Child development},
Volume = {75},
Number = {4},
Pages = {1003-1008},
Year = {2004},
Month = {July},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15260860},
Abstract = {Social information processing theory has been posited as a
description of how mental operations affect behavioral
responding in social situations. Arsenio and Lemerise (this
issue) proposed that consideration of concepts and methods
from moral domain models could enhance this description.
This paper agrees with their proposition, although it
suggests that numerous additional concepts about the nature
of latent mental structures (e.g., working models, schemas,
scripts, object relations, classical conditioning) provide
equally compelling refinements to processing theory.
Furthermore, theoretical and methodological challenges in
integrating latent mental structures into processing theory
remain.},
Doi = {10.1111/j.1467-8624.2004.00721.x},
Key = {fds253578}
}
@article{fds253557,
Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
AM and Orpinas, P and Quinn, WH and Huberty, CH and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {The Multisite Violence Prevention Project: Background and
overview},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {3-11},
Publisher = {ELSEVIER SCIENCE INC},
Year = {2004},
Month = {January},
ISSN = {0749-3797},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper provides an overview of the Multisite Violence
Prevention Project, a 5-year project to compare the effects
of a universal intervention (all students and teachers) and
a targeted intervention (family program for high-risk
children) on reducing aggression and violence among sixth
graders. First, the paper describes the role of the Centers
for Disease Control and Prevention in developing the
project. Second, it details the background of researchers at
the four participating universities (Duke University, The
University of Georgia, University of Illinois at Chicago,
and Virginia Commonwealth University) and examines the
characteristics of the selected schools (n=37). Finally, the
paper summarizes the theoretical perspectives guiding the
work, the development of interventions based on promising
strategies, the decision to intervene at the school level,
the research questions guiding the project, the research
design, and the measurement process for evaluating the
results of the program.},
Doi = {10.1016/j.amepre.2003.09.017},
Key = {fds253557}
}
@article{fds253558,
Author = {Ikeda, RM and Simon, TR and Smith, EP and Reese, LRE and Rabiner, DL and Miller-Johnson, S and Winn, DM and Asher, SR and Dodge, KA and Horne,
AM and Orpinas, P and Quinn, WH and Huberty, CJ and Tolan, PH and Gorman-Smith, D and Henry, DB and Gay, FN and Farrell, AD and Meyer, AL and Sullivan, TN and Allison, KW and Proj, MVP},
Title = {Lessons learned in the Multisite Violence Prevention Project
collaboration: Big questions require large
efforts},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {62-71},
Year = {2004},
Month = {January},
ISSN = {0749-3797},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000187880000008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This paper summarizes some organizational, scientific, and
policy lessons that have emerged in the formation and
conducting of the collaboration of the Multisite Violence
Prevention Project. We contend that these lessons are
valuable for other collaborations and are important for
furthering the utility of scientific efforts. A central
contention is that large-scale efforts such as this
collaboration are underused but are essential for efficient
advancement of knowledge about preventing youth
violence.},
Doi = {10.1016/j.amepre.2003.09.025},
Key = {fds253558}
}
@article{fds253559,
Author = {Smith, EP and Gorman-Smith, D and Quinn, WH and Rabiner, DL and Tolan,
PH and Winn, D-M and Multisite Violence Prevention
Project},
Title = {Community-Based multiple family groups to prevent and reduce
violent and aggressive behavior: the GREAT Families
Program.},
Journal = {American journal of preventive medicine},
Volume = {26},
Number = {1 Suppl},
Pages = {39-47},
Year = {2004},
Month = {January},
url = {http://dx.doi.org/10.1016/j.amepre.2003.09.018},
Abstract = {This paper describes the targeted intervention component of
GREAT Schools and Families. The intervention-GREAT
Families-is composed of 15 weekly multiple family group
meetings (e.g., 4-6 families per group) and addresses
parenting practices (discipline, monitoring), family
relationship characteristics (communication, support,
cohesion), parental involvement and investment in their
child's schooling, parent and school relationship building,
and planning for the future. High-risk youth and their
families-students identified by teachers as aggressive and
socially influential among their peers-were targeted for
inclusion in the intervention. The paper describes the
theoretical model and development of the intervention.
Approaches to recruitment, engagement, staff training, and
sociocultural sensitivity in work with families in
predominantly poor and challenging settings are described.
The data being collected throughout the program will aid in
examining the theoretical and program processes that can
potentially mediate and moderate effects on families. This
work can inform us about necessary approaches and procedures
to engage and support families in efforts to reduce
individual and school grade-level violence and
aggression.},
Doi = {10.1016/j.amepre.2003.09.018},
Key = {fds253559}
}
@article{fds253560,
Author = {Orpinas, and P, and Horne, and M, A and Dodge, TMVPPKA and member},
Title = {A teacher-focused approach to prevent and reduce students'
aggressive behavior: The GREAT Teacher Program},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {29-38},
Year = {2004},
Key = {fds253560}
}
@article{fds253561,
Author = {Meyer, and L, A and Allison, and W, K and Reese, and E, L and Gay, and N, F and Dodge, TMVPPKA and member},
Title = {Choosing to be violence free in middle school: The student
component of the GREAT Schools and Families Universal
Program.},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {20-28},
Year = {2004},
Key = {fds253561}
}
@article{fds253562,
Author = {Henry, and B, D and Farrell, and D, A and Project,
MVP},
Title = {The study designed by a committee: Design of the
MVPP},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {12-19},
Year = {2004},
Key = {fds253562}
}
@article{fds253563,
Author = {Miller-Johnson, and S, and Sullivan, and T, and Simon, and Project,
M-SVP},
Title = {Evaluation of a multisite violence prevention study:
Measures, procedures and baseline data},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Pages = {48-61},
Year = {2004},
Key = {fds253563}
}
@article{fds253575,
Author = {Ikeda, RM and Farrell, AD and Horne, AM and Rabiner, DL and Tolan, PH and Reid, J},
Title = {Prevention of youth violence: The multisite violence
prevention project},
Journal = {American Journal of Preventive Medicine},
Volume = {26},
Number = {1S},
Pages = {1-81},
Year = {2004},
Key = {fds253575}
}
@article{fds253576,
Author = {Rabiner, and L, D and Malone, and S, P and Group, TCPPR},
Title = {"The Impact of Tutoring on Early Reading Achievement for
Children with and Without Attention Problems},
Journal = {Journal of Abnormal Child Psychology},
Volume = {32},
Number = {3},
Pages = {273-284},
Year = {2004},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1023/b:jacp.0000026141.20174.17},
Abstract = {This study examined whether the benefits of reading tutoring
in first grade were moderated by children's level of
attention problems. Participants were 581 children from the
intervention and control samples of Fast Track, a
longitudinal multisite investigation of the development and
prevention of conduct problems. Standardized reading
achievement measures were administered after kindergarten
and 1st grade, and teacher ratings of attention problems
were obtained during 1st grade. During 1st grade,
intervention participants received three 30-min tutoring
sessions per week to promote the development of initial
reading skills. Results replicated prior findings that
attention problems predict reduced 1st grade reading
achievement, even after controlling for IQ and earlier
reading ability. Intervention was associated with modest
reading achievement benefits for inattentive children
without early reading difficulties, and substantial benefits
for children with early reading difficulties who were not
inattentive. It had no discernible impact, however, for
children who were both inattentive and poor early readers.
Results underscore the need to develop effective academic
interventions for inattentive children, particularly for
those with co-occurring reading difficulties.},
Doi = {10.1023/b:jacp.0000026141.20174.17},
Key = {fds253576}
}
@article{fds253577,
Author = {Lansford, JE and Rabiner, DL},
Title = {The High School Academy: Evaluation of a program to promote
a successful transition to high school},
Journal = {Journal of At-Risk Issues},
Volume = {10},
Pages = {23-29},
Year = {2004},
Key = {fds253577}
}
@article{fds253556,
Author = {Rabiner, DL and Palsson, O and Freer, P},
Title = {Does neurofeedback help kids with AD/HD},
Journal = {Attention! magazine},
Year = {2003},
Month = {December},
Key = {fds253556}
}
@article{fds253555,
Author = {Rabiner, DL},
Title = {Maximizing the benefits of stimulant medication treatment
for children with AD/HD},
Journal = {Attention! magazine},
Year = {2003},
Key = {fds253555}
}
@article{fds253574,
Author = {Rowland, AS and Umbach, DM and Catoe, KE and Stallone, L and Long, S and Rabiner, D and Naftel, AJ and Panke, D and Faulk, R and Sandler,
DP},
Title = {Studying the epidemiology of attention-deficit hyperactivity
disorder: screening method and pilot results.},
Journal = {Canadian journal of psychiatry. Revue canadienne de
psychiatrie},
Volume = {46},
Number = {10},
Pages = {931-940},
Year = {2001},
Month = {December},
ISSN = {0706-7437},
url = {http://www.ncbi.nlm.nih.gov/pubmed/11816314},
Abstract = {<h4>Objective</h4>As part of a larger epidemiologic study of
risk factors for attention-deficit hyperactivity disorder
(ADHD), this pilot study combined parent and teacher
information to estimate ADHD prevalence among elementary
school children in a North Carolina county. The methods
developed for this study and the pitfalls we encountered
illustrate the challenges involved in conducting
population-based studies of ADHD.<h4>Methods</h4>We employed
2-stage screening using DSM-IV criteria. Teachers completed
behaviour-rating scales for all children. We then
administered a structured telephone interview to parents of
potential cases. We screened 362 of 424 (85%) children in
grades 1 to 5 in 4 schools.<h4>Results</h4>According to
parent reports, 43 children (12%) had previously been
diagnosed with ADHD by a health professional. Thirty-four
children (9%) were taking ADHD medication. Forty-six
children (12.7%) met study case criteria for ADHD, based on
combined teacher and parent reports. Of the 46 cases, 18
(39%) had not been previously identified. Eight previously
diagnosed children, however, did not meet case criteria.
After we adjusted for nonresponse, the estimated prevalence
was 16% (95%CI, 12% to 20%).<h4>Conclusions</h4>These data
suggest that the DSM-IV prevalence of ADHD has been
substantially underestimated, although the true prevalence
in this population may be less than the 16% estimated here.
Population-based studies of ADHD are feasible and may
provide important information about practice and treatment
patterns in community settings, as well as a broader
understanding of the etiology and life course of this common
disorder.},
Doi = {10.1177/070674370104601005},
Key = {fds253574}
}
@article{fds253573,
Author = {Rabiner, and L, D and Coie, and D, J and CPPRG},
Title = {Early attention problems and children's reading achievement:
A longitudinal investigation},
Journal = {Journal of the American Academy of Child and Adolescent
Psychiatry},
Volume = {39},
Number = {7},
Pages = {859-867},
Year = {2000},
ISSN = {0890-8567},
url = {http://dx.doi.org/10.1097/00004583-200007000-00014},
Abstract = {<h4>Objectives</h4>To determine whether attention problems
predict the development of reading difficulties and examine
whether screening for attention problems could be of
practical value in identifying children at risk for reading
underachievement.<h4>Method</h4>Three hundred eighty-seven
children were monitored from kindergarten through fifth
grade. Standardized assessments of attention problems and
reading achievement were conducted at multiple time
points.<h4>Results</h4>Attention problems predicted reading
achievement even after controlling for prior reading
achievement, IQ, and other behavioral difficulties.
Inattentive first graders with normal reading scores after
kindergarten were at risk for poor reading
outcomes.<h4>Conclusions</h4>Attention problems play an
important role in the development of reading difficulties
for some children, and screening for attention problems may
help identify children at risk for reading
difficulties.},
Doi = {10.1097/00004583-200007000-00014},
Key = {fds253573}
}
@article{fds304729,
Author = {MacKinnon-Lewis, C and Rabiner, D and Starnes,
R},
Title = {Predicting boys' social acceptance and aggression: the role
of mother-child interactions and boys' beliefs about
peers.},
Journal = {Developmental psychology},
Volume = {35},
Number = {3},
Pages = {632-639},
Year = {1999},
Month = {May},
ISSN = {0012-1649},
url = {http://www.ncbi.nlm.nih.gov/pubmed/10380855},
Abstract = {Seven- to 9-year-old boys (N = 177) and their mothers
participated in this study in which the associations between
boys' experiences with their mothers, their beliefs about
familiar and unfamiliar peers, and their peer adjustment
were examined across a 2-year period. Boys' negative
behavior with mothers was associated with their having more
negative beliefs about familiar and unfamiliar peers and
with their being more aggressive and less well-liked.
Beliefs about familiar peers predicted changes in boys'
social acceptance, whereas negative beliefs about unfamiliar
peers predicted changes in aggression. In addition, boys'
beliefs about peers changed in response to their social
experience. The implications of these findings for
children's social development are discussed.},
Doi = {10.1037//0012-1649.35.3.632},
Key = {fds304729}
}
@article{fds253572,
Author = {Mackinnon Lewis and CM and Rabiner, DL and Starnes,
R},
Title = {A longitudinal examination of boys' beliefs about peers,
their aggressive behavior, and social acceptance},
Journal = {Developmental Psychology},
Volume = {35},
Number = {3},
Pages = {632-639},
Year = {1999},
ISSN = {0012-1649},
url = {http://www.ncbi.nlm.nih.gov/pubmed/10380855},
Abstract = {Seven- to 9-year-old boys (N = 177) and their mothers
participated in this study in which the associations between
boys' experiences with their mothers, their beliefs about
familiar and unfamiliar peers, and their peer adjustment
were examined across a 2-year period. Boys' negative
behavior with mothers was associated with their having more
negative beliefs about familiar and unfamiliar peers and
with their being more aggressive and less well-liked.
Beliefs about familiar peers predicted changes in boys'
social acceptance, whereas negative beliefs about unfamiliar
peers predicted changes in aggression. In addition, boys'
beliefs about peers changed in response to their social
experience. The implications of these findings for
children's social development are discussed.},
Key = {fds253572}
}
@article{fds253571,
Author = {Lenhart, L and Rabiner, DL},
Title = {An integrative approach to the study of social competence in
adolescence},
Journal = {Development and Psychopathology},
Volume = {3},
Number = {3},
Pages = {543-562},
Publisher = {Cambridge University Press (CUP)},
Year = {1995},
url = {http://dx.doi.org/10.1017/S0954579400006684},
Abstract = {Few studies have examined social competence in adolescents
utilizing multiple sources of data, or have examined the
role of the internal representation of others in terms of
social problem-solving skills and social competence. The
purpose of this study was to examine how constructs within
social-cognitive (i.e., the problem-solving skill involving
perspective integration) and object relations theory (i.e.,
internal representation of others) are related to
adolescents' social adjustment assessed via self-report,
teacher ratings, and behavioral observations. Results
indicated that adolescents (N = 56) with more advanced
problem-solving skills reported fewer behavioral/emotional
problems, were rated as less aggressive by teachers, and
were rated as more competent in behavioral interactions.
Furthermore, adolescents' problem-solving skills appeared to
mediate the relationship between the representation of
others and behavioral ratings of competence. These results
suggest that a broader understanding of social competence in
adolescence can be attained by including information on the
internal representation of others, which is consistent with
the approach that involves integrating concepts from
different theoretical viewpoints (i.e., social cognitive and
object relations). © 1995, Cambridge University Press. All
rights reserved.},
Doi = {10.1017/S0954579400006684},
Key = {fds253571}
}
@article{fds253535,
Author = {MacKinnon-Lewis, C and Volling, BL and Lamb, ME and Dechman, K and Rabiner, D and Curtner, ME},
Title = {A Cross-Contextual Analysis of Boys' Social Competence: From
Family to School},
Journal = {Developmental Psychology},
Volume = {30},
Number = {3},
Pages = {325-333},
Publisher = {American Psychological Association (APA)},
Year = {1994},
Month = {January},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.30.3.325},
Abstract = {This study examined the extent to which the hostile
attributions and coercive behaviors of mothers and sons were
associated with indexes of aggression, acceptance by peers,
and teacher-rated social competence in the peer group. Ss
were 104 married and divorced mothers and their sons (7 to 9
years old). Mothers' and sons' hostile attributions were
significantly related to the coerciveness of their
interactions, but only mothers' attributions related to
reports of the children's aggression in the classroom. Boys
who reported many stressful events in their lives behaved
coercively with their mothers and were viewed as more
aggressive and less socially competent with peers. The
relation between stressful life events and the boys'
aggression with their peers was mediated, in part, by boys'
coerciveness with their mothers. The association between
boys' coerciveness with their mothers and social acceptance
by peers appeared to be mediated by the aggressiveness of
their interactions with their peers.},
Doi = {10.1037/0012-1649.30.3.325},
Key = {fds253535}
}
@article{fds253570,
Author = {Volling, B and MacKinnon Lewis and C and Rabiner,
DL},
Title = {Problematic social situations and children's peer status:
Further explorations of aggression, social withdrawal, and
peer rejection},
Journal = {Development and Psychopathology},
Volume = {5},
Pages = {459-484},
Year = {1994},
Key = {fds253570}
}
@article{fds253568,
Author = {Rabiner, DL and Keane, SP and MacKinnon-Lewis,
C},
Title = {Children's Beliefs About Familiar and Unfamiliar Peers in
Relation to Their Sociometric Status},
Journal = {Developmental Psychology},
Volume = {29},
Number = {2},
Pages = {236-243},
Publisher = {American Psychological Association (APA)},
Year = {1993},
Month = {January},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.29.2.236},
Abstract = {In this study, children's general beliefs about familiar and
unfamiliar peers were examined in relationship to their
sociometric status and their experience with parents. In the
initial phase involving 886 4th and 5th graders, submissive
rejected children but not aggressive rejected children
reported less positive beliefs about peers than average
status children. In the 2nd portion, which included 77 boys
and girls from the larger sample, no relationship between
children's sociometric status and their beliefs about
unfamiliar peers was found. Beliefs about unfamiliar peers
were related, however, to children's perception of the
amount of acceptance and support they received from parents.
Implications of these findings for children's social
competence are discussed.},
Doi = {10.1037/0012-1649.29.2.236},
Key = {fds253568}
}
@article{fds323487,
Author = {Volling, BL and Mackinnon-Lewis, C and Rabiner, D and Baradaran,
LP},
Title = {Children's social competence and sociometric status: Further
exploration of aggression, social withdrawal, and peer
rejection},
Journal = {Development and Psychopathology},
Volume = {5},
Number = {3},
Pages = {459-483},
Publisher = {Cambridge University Press (CUP)},
Year = {1993},
Month = {January},
url = {http://dx.doi.org/10.1017/S0954579400004521},
Abstract = {Sociometric status differences in children's social
competence were examined in a sample of elementary
school-aged children using teacher ratings and peer
nominations. Rejected children evinced significantly fewer
competencies (e.g., peer group entry, responses to
provocation) than popular, average, or neglected children
but differed from controversial children only with respect
to their inability to meet established social norms for
cooperative behavior and teachers' expectations for
classroom behavior. An examination of the heterogeneity of
peer-rejected children revealed that rejected-aggressive
children were deficient in all aspects of social competence
assessed and were most disliked by their peers.
Rejected-withdrawn children were seen by peers as most
unhappy, whereas rejected-undifferentiated children (i.e.,
rejected children who were neither highly aggressive nor
highly withdrawn) had problems with social withdrawal,
disruptive behavior, and socially appropriate behavior.
Rejected-aggressive and rejected-withdrawn children had more
difficulties with reactive aggression combined with an
inability to respond positively to peers than their
nonrejected agemates. The need for further research on the
heterogeneity of peer-rejected children and the long-term
implications for these children are discussed. © 1993,
Cambridge University Press. All rights reserved.},
Doi = {10.1017/S0954579400004521},
Key = {fds323487}
}
@article{fds253567,
Author = {Rabiner, DL and Gordon, L},
Title = {The coordination of conflicting social goals: Differences
between rejected and non-rejected boys},
Journal = {Child Development},
Volume = {63},
Number = {6},
Pages = {1344-1350},
Publisher = {WILEY},
Year = {1993},
url = {http://dx.doi.org/10.1111/j.1467-8624.1992.tb01699.x},
Abstract = {In this study involving 58 fourth‐ and fifth‐grade boys
ranging in age from 9 to 12 years old, we examined whether
aggressive, submissive, and “residual” rejected boys
(i.e., rejected boys who are neither highly aggressive nor
highly submissive) are less able than nonrejected boys to
coordinate individual and relational goals in their social
interaction strategies. Participants were read a series of
short vignettes describing children in potentially
conflictual interactions, and their ideas about handling
these situations were coded according to the degree to which
individual and relational goals were integrated. As
predicted, aggressive rejected boys and “residual”
rejected boys provided less integrated responses than
nonrejected boys, and this was true regardless of whether
automatic or reflective social reasoning processes were
evoked. In contrast to our prediction, however, submissive
rejected boys displayed no comparable goal coordination
deficit. The implications of these findings for children's
social competence are discussed. Copyright © 1992, Wiley
Blackwell. All rights reserved},
Doi = {10.1111/j.1467-8624.1992.tb01699.x},
Key = {fds253567}
}
@article{fds253569,
Author = {Rabiner, DL and Gordon, LV},
Title = {The relationship between children's social concerns and
their social interaction strategies: Differences between
rejected and non-rejected boys},
Journal = {Social Development},
Volume = {2},
Number = {2},
Pages = {83-95},
Year = {1993},
url = {http://dx.doi.org/10.1111/j.1467-9507.1993.tb00010.x},
Abstract = {In this study involving 55 fourth and fifth grade boys,
children's concerns in their peer interactions, their social
interaction strategies, and the relationship between their
concerns and strategies were examined. Compared to peer
accepted boys, submissive rejected boys cared less about
sustaining interactions with peers and aggressive rejected
boys cared less about peers' feelings. Aggressive rejected
boys, and rejected boys who were neither highly aggressive
nor highly submissive, also suggested more aversive
strategies for handling conflictual interpersonal situations
than did accepted boys. Of particular interest is that this
was true even when their concerns in those situations were
similar to those of accepted boys. The implications of these
findings for children's social competence are discussed.
Copyright © 1993, Wiley Blackwell. All rights
reserved},
Doi = {10.1111/j.1467-9507.1993.tb00010.x},
Key = {fds253569}
}
@article{fds253566,
Author = {Rabiner, DL and Lenhart, L and Lochman, JE},
Title = {Automatic Versus Reflective Social Problem Solving in
Relation to Children's Sociometric Status},
Journal = {Developmental Psychology},
Volume = {26},
Number = {6},
Pages = {1010-1016},
Publisher = {American Psychological Association (APA)},
Year = {1990},
Month = {January},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.26.6.1010},
Abstract = {Children's automatic and reflective social problem-solving
skills were compared by requiring them to generate solutions
to hypothetical social problems immediately after hearing
them or after being required to wait 20 s before answering.
When responding immediately, a condition designed to evoke
Ss' automatic response tendencies, both aggressive and
nonaggressive, rejected boys generated fewer verbal
assertion responses and more conflict-escalating responses
than did nonrejected boys. When required to delay before
responding, a condition that encouraged reflective
reasoning, only the responses of aggressive rejected boys
differed from those of nonrejected boys. Similar
status-related differences in the solutions proposed by
female Ss were not found. The implications of these findings
for aggressive and rejected children's social
problem-solving deficiencies are discussed.},
Doi = {10.1037/0012-1649.26.6.1010},
Key = {fds253566}
}
@article{fds253565,
Author = {Rabiner, D and Coie, J},
Title = {Effect of Expectancy Inductions on Rejected Children's
Acceptance by Unfamiliar Peers},
Journal = {Developmental Psychology},
Volume = {25},
Number = {3},
Pages = {450-457},
Publisher = {American Psychological Association (APA)},
Year = {1989},
Month = {January},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.25.3.450},
Abstract = {Examined the role of interpersonal expectations in rejected
children's social difficulties by inducing a positive
expectancy prior to their joining unfamiliar peers and
assessing whether this influenced their group entry behavior
and the opinions that new peers formed of them. Rejected
boys receiving the expectancy induction were preferred by
new peers over control, rejected boys, but no behavioral
effects were found. Rejected girls who received the
induction were again better liked than controls and behaved
more competently. These results indicate that rejected
children can make better impressions on peers when they
expect interpersonal success and suggest that rejected
children's interpersonal expectations should be considered
in interventions designed to improve their peer
relationships.},
Doi = {10.1037/0012-1649.25.3.450},
Key = {fds253565}
}
@article{fds253564,
Author = {Rabiner, DL and Kling, JW and Spraguer, PA},
Title = {Modulation of taste-induced drinking: The effects of
concentration shifts and drinking interruptions},
Journal = {Animal Learning & Behavior},
Volume = {16},
Number = {4},
Pages = {365-376},
Publisher = {Springer Nature},
Year = {1988},
Month = {December},
ISSN = {0090-4996},
url = {http://dx.doi.org/10.3758/BF03209374},
Abstract = {The drinking of saccharin solutions by nondeprived rats was
found to increase on initial exposure as a function of daily
sessions and not as a function of previous state of
deprivation or vigor of drinking. Large and persisting
positive and negative successive contrast effects followed a
single shift in concentration. Forcing the drinking to occur
in short bouts by withdrawing the drinking tube elevated
total intake above the level established by the positive and
negative contrasts. The drinking returned to baseline when
uninterrupted drinking was permitted. Maximum drinking
occurred with 10- and 20-min interruptions of 2-min drinking
periods. Consecutive daily interrupted drinking sessions did
not produce further increases in drinking, as might have
been predicted by opponent process theory or by a classical
conditioning interpretation. It was suggested that the
persistence of the positive and negative contrasts was
dependent on the limited past experience of the animals with
the saccharin taste, and that the enhancement of drinking by
interruption may depend on the increased excitement produced
by drinking tube withdrawal and the reduction of the
excitement by reintroduction of the tube. © 1988
Psychonomic Society, Inc.},
Doi = {10.3758/BF03209374},
Key = {fds253564}
}
%% Chapters in Books
@misc{fds201602,
Author = {McCabe, S.E. and Cranford, J.A. and Teter, C.J. and Rabiner, D.L. and Boyd, C.J},
Title = {Use, misuse and diversion of scheduled prescription
medications by college students},
Pages = {36-62},
Year = {2011},
Key = {fds201602}
}
@misc{fds40699,
Author = {D.L. Rabiner},
Title = {Social Information Processing and children's social
competence: A review of the literature},
Pages = {61-80},
Booktitle = {Children's Peer Relations: From Development to Intervention
to Policy},
Publisher = {Washington, DC: APA},
Editor = {Dodge, K.A. and Kupersmidt, J.},
Year = {2004},
Key = {fds40699}
}
@misc{fds339842,
Author = {Lansford, JE and Rabiner, DL and Miller-Johnson, S and Golonka, MM and Hendren, J},
Title = {Developmental models of aggression},
Pages = {41-60},
Booktitle = {Aggression: Psychiatric Assessment and Treatment},
Publisher = {New York: Marcel Dekker},
Editor = {E.F. Coccaro},
Year = {2003},
Month = {January},
ISBN = {9780824740351},
Abstract = {In this chapter, we review developmental theories related to
aggressive behavior. The development of aggression and other
forms of antisocial behavior has been a central concern in
the field of developmental psychopathology (1), and a large
body of research has focused on elucidating the development
of these behaviors. As will be evident, however, current
developmental models do not always distinguish aggression
and other antisocial acts. Whenever possible, this review
will focus specifically on aggression, and we will describe
one developmental model that explicitly illustrates
different pathways to aggression versus other antisocial
behaviors. In addition to reviewing prominent theories on
the development of aggression, we will also consider social
information processing approaches to understanding
aggressive behavior, discuss risk factors that cut across
developmental models, and outline prevention and treatment
efforts as they relate to these models. Although we
recognize the importance of genetic and physiologic factors
in the development of aggression, consideration of these
factors is beyond the scope of the current chapter (see 2, 3
for reviews).},
Key = {fds339842}
}
@misc{fds40709,
Author = {Lochman, J.E. and Meyer, B.L. and Rabiner, D.L. and White,
K.J.},
Title = {Parameters influencing aggressive children's social problem
solving},
Volume = {5},
Pages = {31-63},
Booktitle = {Advances in Behavioral Assessment of Children and
Families},
Publisher = {London: Jessica Kinglsey Publishers},
Editor = {R.J. Prinz},
Year = {1990},
Key = {fds40709}
}
@misc{fds40711,
Author = {Coie, J.D. and Rabiner, D.L. and Lochman, J.D.},
Title = {Promoting peer relations in a school setting},
Volume = {XII},
Pages = {207-234},
Booktitle = {Primary Prevention and Promotion in Schools},
Publisher = {Newbury Park: Sage},
Editor = {L.A. Bond and B.E. Compas},
Year = {1989},
Key = {fds40711}
}
%% Edited Volumes
@misc{fds201601,
Author = {H.R. White and D.L. Rabiner},
Title = {College Student Drinking and Drug Use: Multiple Perspectives
on a Complex Problem.},
Publisher = {Guilford Press},
Year = {2011},
Month = {November},
ISBN = {1606239953},
url = {http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/white3.htm&dir=pp/duke_series&cart_id=719433.30464},
Abstract = {Substance use among college students can result in serious
academic and safety problems and have long-term negative
repercussions. This state-of-the-art volume draws on the
latest research on students’ alcohol and drug use to
provide useful suggestions for how to address this critical
issue on college campuses. Leading researchers from multiple
disciplines examine the prevalence and nature of substance
use by students; biological and neuropsychological
considerations; psychological and social aspects;
prevention; and policy. Exemplary programs are
presented—including brief interventions, comprehensive
prevention programs, and recovery support
programs—enhancing the utility of the book for
campus-based clinicians and administrators.},
Key = {fds201601}
}
%% Papers Published
@article{fds42664,
Author = {Rowland, A.S. and Umbach, D.M. and Catoe, K.E. and Stallone, L. and Long, S. and Rabiner, D.L. and Naftel, A.J.},
Title = {Studying the Epidemiology of Attention-Deficit/Hyperactivity
Disorder: Screening Method and Pilot Results},
Journal = {Canadian Journal of Psychiatry},
Volume = {46},
Pages = {931-940},
Year = {2001},
Key = {fds42664}
}
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