Desiree W. Murray is a research scientist at the Center. Previously, she was associate research professor in the Social Science Research Institute and associate director of the Duke ADHD Program, where she developed treatment programs, provided clinical services, and supervised trainees.
She has been involved in a number of clinical research studies since she began working at Duke in 1994, including the Multi-modal Treatment Study for ADHD, the Preschool ADHD Treatment Study, and the Organization, Time Management, and Planning Study for ADHD. Her research focuses on ADHD and school-based interventions for children with social-emotional difficulties. She is also interested in training school mental health professionals and implementing evidence-based programs in schools to support students’ development of self-regulation skills.
She has received funding for her work from the Institute for Educational Sciences and the National Institute for Mental Health. In addition, Murray provides training and consultation for the Incredible Years Teacher Classroom Management Program to local organizations such as Community in Schools of Durham and is involved in state and regional organizations to support the dissemination of this program.
Murray’s current work at CCFP includes leading the school consultation and training component of the Duke Integrated Pediatric Mental Health Initiative. She leads an inter-disciplinary team that is conducting a literature review of self-regulation interventions for the Administration for Children and Families and works with colleagues who are developing a curriculum to improve high schoolers’ health behaviors through neuroscience education and self-regulation training.
Murray obtained her Ph.D. in clinical psychology at the University of South Florida in 1997 and completed an internship with a community child specialty at the University of North Carolina.
- Ph.D. University Of South Florida - 1997
Recent Publications (More Publications)
- Murray, D.W., Molina, B.S., Glew, K., Houck, P. Greiner, A., Fong, D., Arnold, L.E., Swanson, J., Lerner, M., Hechtman, L., Abikoff, H., Jensen, P. (2014) Prevalence and characteristics of school services for high school students with ADHD School Mental Health, [onlineFirst#], [doi], [abs]
- D.W. Murray & D.L. Rabiner (2014) Teacher use of computer-assisted instruction for young inattentive students: Implications for implementation and teacher preparation Journal of Education and Training Studies, (2)2, , [abs]
- Riddle, M.A., Yershova, K., Lazzaretto, D., Paykina, Yenokyan, G., Greenhill, L., Abikoff, H., Vitiello, B., Wigal, T., McCracken, J.T., Kollins, S.H., Murray, D.W., Wigal, S., Kastelic, E., McGough, J.J., dosReis, S., Bauzo, A., Stehli, A., Posner, K. (2013) The preschool ADHD treatment study (PATS) 6 year follow up Journal of the American Academy of Child and Adolescent Psychiatry, 264-278,
- Abikoff, H., Gallagher, R., Wells, K. C., Murray, D. W., Huang, L., Lu, F., & Petkova, E (2012) Remediating Organizational Functioning in Children With ADHD: Immediate and Long-Term Effects from a Randomized Controlled Trial. Journal of Consulting and Clinical, [doi]
- Williamson, D., Murray, D.W., Damaraju, C.V., Ascher, S., & Starr, H.L. (2012) Methylphenidate in children with ADHD with or without learning disability. Journal of Attention Disorders, [doi]