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Jeffrey Halperin
Position: Distinguished Professor
Campus Affiliation: Queens College
Degrees/Diplomas: Ph.D. Graduate School and University Center, City University of New York
Training Area: Behavioral and Cognitive Neuroscience|Clinical Psychology @ Queens College
Research Interests: Neuroscience of Behavior Disorders
Research Focus: Neuroscience
Dr. Jeffrey Halperin, a Distinguished Professor of Psychology at Queens College and the Graduate Center conducts research focusing on neuropsychiatric disorders that emerge during childhood and often persist throughout the lifespan.  Through the integration of clinical and neuroscientific techniques within the context of longitudinal designs that follow children over many years, he has been elucidating the family and environmental factors that influence the psychiatric outcomes of children with Attention Deficit Hyperactivity Disorder or ADHD and related behavioral problems. He has also employed neuroimaging procedures to examine differences in brain function between children in which problematic behaviors do and do not persist into adulthood.  Most recently, he has been developing a novel non-medication intervention for preschool children with ADHD.  Dr. Halperin’s research has been consistently supported by the National Institutes of Health (NIH) for more than 20 years.

Research Interests:

For the past three decades my lab has been conducting research focusing on neuropsychiatric disorders that emerge during childhood and often persist throughout the lifespan. Through the integration of clinical, neuropsychological and neurobiological approaches within the context of longitudinal designs that follow children over many years, we strive to elucidate factors that influence the behavioral trajectories and psychiatric outcomes of children with attention-deficit/hyperactivity disorder (ADHD) and related behavioral problems. We have examined an array of family and environmental factors that influence outcome, and have employed neuroimaging procedures to examine differences in brain function between children whose symptoms and maladaptive behaviors do and do not persist into adulthood. Most recently, we have been working on the development of novel non-medication interventions for preschool children at risk for developing ADHD with the hope of preventing or diminishing the severity of later behavioral and cognitive difficulties.