Research Professor of Psychology and Neuroscience
Education & Training
Ph.D., Duke University 1987
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.
MacKinnon-Lewis, C., et al. “Predicting boys' social acceptance and aggression: the role of mother-child interactions and boys' beliefs about peers.” Developmental Psychology, vol. 35, no. 3, May 1999, pp. 632–39. Epmc, doi:10.1037//0012-16220.127.116.112. Full Text
Mackinnon Lewis, C. M., et al. “A longitudinal examination of boys' beliefs about peers, their aggressive behavior, and social acceptance.” Developmental Psychology, vol. 35, 1999, pp. 632–39.
Lenhart, L. A., and D. L. Rabiner. “An integrative approach to the study of social competence in adolescence.” Development and Psychopathology, vol. 7, no. 3, Jan. 1995, pp. 543–61. Scopus, doi:10.1017/S0954579400006684. Full Text
MacKinnon-Lewis, C., et al. “A Cross-Contextual Analysis of Boys' Social Competence: From Family to School.” Developmental Psychology, vol. 30, no. 3, Jan. 1994, pp. 325–33. Scopus, doi:10.1037/0012-1618.104.22.1685. Full Text
Volling, B., et al. “Problematic social situations and children's peer status: Further explorations of aggression, social withdrawal, and peer rejection.” Development and Psychopathology, vol. 5, 1994, pp. 459–84.
Rabiner, D. L., and L. V. Gordon. “The relationship between children's social concerns and their social interaction strategies: differences between rejected and accepted boys.” Social Development, vol. 2, no. 2, Jan. 1993, pp. 83–95. Scopus, doi:10.1111/j.1467-9507.1993.tb00010.x. Full Text
Rabiner, D. L., et al. “Children's Beliefs About Familiar and Unfamiliar Peers in Relation to Their Sociometric Status.” Developmental Psychology, vol. 29, no. 2, Jan. 1993, pp. 236–43. Scopus, doi:10.1037/0012-1622.214.171.124. Full Text
Volling, B. L., et al. “Children's social competence and sociometric status: Further exploration of aggression, social withdrawal, and peer rejection.” Development and Psychopathology, vol. 5, no. 3, Jan. 1993, pp. 459–83. Scopus, doi:10.1017/S0954579400004521. Full Text
Rabiner, D. L., and L. V. Gordon. “The Coordination of Conflicting Social Goals: Differences between Rejected and Nonrejected Boys.” Child Development, vol. 63, no. 6, Jan. 1992, pp. 1344–50. Scopus, doi:10.1111/j.1467-8624.1992.tb01699.x. Full Text
Rabiner, D. L., et al. “Automatic Versus Reflective Social Problem Solving in Relation to Children's Sociometric Status.” Developmental Psychology, vol. 26, no. 6, Jan. 1990, pp. 1010–16. Scopus, doi:10.1037/0012-16126.96.36.1990. Full Text