Mary Ann Bibby

Bio: Mary Ann Bibby is an academic researcher from University of Alberta. The author has contributed to research in topics: Identification (biology) & Intelligence quotient. The author has an hindex of 4, co-authored 4 publications receiving 37 citations.

Identification of giftedness in severely and profoundly hearing impaired students

Abstract: Nonverbal measures of IQ, teacher nominations and parent nominations were used to identify giftedness among severely and profoundly hearing‐impaired students enrolled in a school for the deaf or a public school system. It was found that while teachers and parents tended to nominate the same students, both groups of nominators missed some intellectually gifted students. On the whole, no statistical correlation was found among the three identification procedures. Hearing‐impaired children were judged to exhibit characteristics of giftedness very similar to those of their hearing peers, with the exception of academic achievement.

A Comparison of Parent and Teacher Nomination Of Gifted Hearing-Impaired Students

Abstract: Teacher nominations, parent nominations and non-verbal measures of IQ were used to identify giftedness among severely and profoundly hearing-impaired students in two educational settings, a school for the deaf and a public school system. It was found that 6.1 percent of the students had IQs at or above the 95 percentile, and that while teachers and parents tended to nominate the same students, both missed some intellectually gifted students. Characteristics of gifted hearing-impaired children, as reported by their teachers, were found to be very similar to those of gifted hearing children, with the exception of achievement.

Identifying Giftedness in the Hearing Impaired: The Effectiveness of Four Nomination Forms.

Abstract: The purpose of this study was to investigate the effectiveness of four nomination forms in identifying intellectually gifted, hearing-impaired children. All subjects in the study were between the ages of 5 and 20 years, had hearing losses greater than 70 decibels in the better ear, and were in attendance at the Alberta School for the Deaf. Group I consisted of students nominated as gifted by teachers; Group II, the comparison group, consisted of age-matched students who had not been nominated as gifted. The results demonstrated that 1) the nominated group (Group I) had a higher mean IQ percentile and a higher mean score on the nomination forms than Group II; 2) there was no relationship between IQ percentile and nomination form scores, and 3) all four nomination forms were significantly correlated for Group I, while three were correlated for Group II. Qualitative data gathered from teachers of the hearing-impaired indicated that perceived characteristics of giftedness in this population are essentially the same as those observed in hearing children except that gifted hearing children are likely to be working above grade level, whereas gifted hearing-impaired children are more apt to be working at grade level.

Wavelength stabilization and spectrum narrowing of high-power multimode laser diodes and arrays by use of volume Bragg gratings.

Abstract: Spectral line narrowing (by a factor of 8) and stabilization of the emission wavelength (by a factor of 30) of multimode high-power laser diodes and arrays is demonstrated by use of volume Bragg gratings fabricated in high-stability inorganic photorefractive glasses. Applications include stabilization of pump laser diodes and arrays for solid-state lasers and metal-vapor lasers, spin hyperpolarization of noble gases used in medical imaging, and others.

How general are risk preferences? Choices under uncertainty in different domains

Abstract: We analyze the extent to which individuals’ choices over five employer-provided insurance coverage decisions and one 401(k) investment decision exhibit systematic patterns, as would be implied by a general utility component of risk preferences. We provide evidence consistent with an important domain-general component that operates across all insurance choices. We find a considerably weaker relationship between one's insurance decisions and 401(k) asset allocation, although this relationship appears larger for more “financially sophisticated” individuals. Estimates from a stylized coverage choice model suggest that up to thirty percent of our sample makes choices that may be consistent across all six domains.

Underachievement in Gifted and Talented Students With Special Needs

Abstract: Talented students underachieve for many reasons and in many different circumstances. Unfortunately, there is no panacea for how to reverse underachievement in students whose talents are demonstrated in diverse ways. High-potential students with special needs are likely to experience underachievement as efforts to address their needs may focus more on remediation of difficulties and less on development of strength and talent. It is crucial for educators to differentiate between issues related to academic motivation and special needs related to students' disabilities that may be unrecognized by many classroom teachers. This article reviews research about twice-exceptional talented students who underachieve and provides general suggestions for addressing their academic talents and needs.

Academic programs for gifted and talented/learning disabled students

Abstract: Determined to address the needs of gifted and talented/learning disabled (GT/LD) students, educators in Maryland's Montgomery County Public Schools (MCPS) have spent 15 years creating a dynamic, comprehensive program for their GT/LD student population. MCPS identifies students with varying degrees of learning disabilities and has developed special self‐contained classes for gifted students with severe learning disabilities while those with moderate and mild disabilities receive gifted instruction and services in their general education classrooms. The comprehensive nature of the MCPS program makes it one of the most unique in the country. Successful, practical programming based on research and theory guarantees GT/LD students access to accelerated and enriched instruction that maintains the rigor and high standards expected of all gifted students. Regardless of the setting, GT/LD students in grades 2 through 12 receive appropriate instruction, adaptations, and accommodations related to their disability. D...

Context, Cognition, and Deafness

Abstract: Context, Cognition, and Deafness examines the effect of environment and social settings upon the cognitive development of deaf children. Its interdisciplinary approach clarifies the frequently conflicting results of past studies by analyzing many methodologies. Its editors, widely respected scholars in their own right, have assembled work by a varying cast of renowned researchers to elucidate the effects of family, peers, and schools on deaf children. To integrate the often contrasting approaches of clinical and cultural researchers, this sharply focused volume has called upon experts in anthropology, psychology, linguistics, basic visual sensory processes, education, neurophysiology, and cognition to share complementary observations. This coherent and exceptional volume also includes research on: Literacy, cognition, and education; Combined sequential designs in vocabulary learning; The theory of mind development; The emotional development of deaf children; The coming of age of deaf children in relation to their education and development; The future of theory and application.