Desiree W. Murray, PhD, is a prevention scientist and licensed clinical psychologist whose research focuses on understanding the development of self-regulation from multidisciplinary perspectives and applying this knowledge to design and test interventions in schools and early care settings for children and adolescents. Her work also examines how attention, executive functioning, and emotion regulation processes impact educational outcomes including achievement and discipline referrals. Dr. Murray has led numerous randomized controlled trials for children with disruptive behavior in educational and clinic settings. Currently, she is PI on two IES grants to 1) evaluate an evidence-based program for early elementary students on self-regulation and educational outcomes, and 2) develop a curriculum for delivery by middle school health education teachers to promote self-regulation skills. She is also involved in research examining long-term developmental outcomes related to ADHD. Dr. Murray has received approximately 8 million dollars in funding for her work from the Institute for Educational Sciences (IES), the National Institute for Mental Health (NIMH), and the Administration for Children and Families (ACF).

Dr. Murray's interests also include training teachers and mental health professionals in evidence-based interventions, including the Incredible Years Teacher Classroom Management Program. She offers annual workshops for group leaders and consults with local agencies implementing this program.

Background

Prior to joining FPG in 2014, Dr. Murray was Associate Professor in the Department of Psychiatry and Behavioral Sciences at Duke Medical Center, where she served as the Associate Director of the Duke ADHD Program for six years. She also worked as a Research Scientist at the Center of Child and Family Policy where she led a team that prepared several reports and briefs to inform self-regulation programs and practices for ACF. In addition, she provided clinical services and training, managed several federally funded intervention trials, and implemented manualized psychosocial treatment programs. She continues to collaborate with Duke colleagues on several projects, including the Multi-modal Treatment Study for ADHD.