Professor, Clinical Psychology; Brain & Cognitive Sciences
Dr. Kibby received her Ph.D. in Clinical Psychology from the University of Memphis with specialized training in clinical neuropsychology and clinical child psychology. She interned at Brown University, specializing in both areas. She completed a clinical post-doctoral fellowship in pediatric neuropsychology at the Medical College of Georgia and a research post-doctoral fellowship in child neuropsychology at the University of Georgia under George W. Hynd. Dr. Kibby is a Fellow of the National Academy of Neuropsychology and is the director of the Center for Autism Spectrum Disorders.
Dr. Kibby has two lines of research. One entails investigation of children with dyslexia and/or ADHD from a neuropsychological perspective. The other entails examination of differences in brain morphology and function between typically developing children and those with dyslexia or ADHD using structural MRI and ERP. Dr. Kibby's research is funded by the National Institutes of Health, National Institute of Child Health and Human Development (NIH/NICHD). Dr. Kibby has published research articles in journals such as Brain and Language, Cortex, Developmental Neuropsychology, Child Neuropsychology, Archives of Clinical Neuropsychology, Journal of Child Neurology, Journal of Learning Disabilities, Clinical Psychology Review, Brain Injury, and Frontiers in Psychology.
Ph.D., The University of Memphis
Child neuropsychology; Developmental cognitive neuroscience; Dyslexia; ADHD
PSYC 432: Psychopathology of Childhood
PSYC 516: Human Clinical Neuroanatomy
PSYC 540: Psychological Assessment
PSYC 545: Introduction to Neuropsychological Assessment
PSYC 594E: Practicum in Psychology (Clinical)
Kibby, M.Y., *Dyer, S.M., *Lee., S. & *Stacy, M. (2020). Frontal volume as a potential source of the comorbidity between attention-deficit/hyperactivity disorder and reading disorders. Behavioral Brain Research, 381, 112382.
Kibby, M.Y., *Vadnais, S.A., & *Jagger-Rickels, A.C. (2019). Which components of processing speed are affected in ADHD subtypes? Child Neuropsychology, 25, 964-979.
*Jagger-Rickels, A.C., Kibby, M.Y., & *Constance, J.M. (2018). Global gray matter morphometry differences between children with reading disability, ADHD, and comorbid reading disability/ADHD. Brain and Language, 185, 54-66.
*Karr, J.E., Kibby, M.Y., *Jagger-Rickels, A.C., & Garcia-Barrera, M.A. (2018). Sensitivity and specificity of an executive function screener at identifying children with ADHD and reading disability. Journal of Attention Disorders, 1087054718763878
*Vadnais, S.A., Kibby, M.Y., & *Jagger-Rickels, A.C. (2018). Which neuropsychological functions predict various processing speed components in children with and without attention-deficit/hyperactivity disorder? Developmental Neuropsychology, 43, 403-418.
Lee, S., Kibby, M.Y., Cohen, M.J., Stanford, L. Park, Y. & Strickland, S. (2016). Differences in memory functioning between children with attention-deficit/hyperactivity disorder and/or focal epilepsy. Child Neuropsychology, 22, 979-1000.
Kibby, M.Y., Dyer, S.M., Vadnais, S.A., Jagger, A.C., Casher, G.A., & Stacy, M. (2015). Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability. In S.A. Capellini and G.D. Germano (Eds.), Phonological and visual processing, reading and writing skills in students with dyslexia and ADHD [Special issue]. Frontiers in Psychology, 6:1635, 1-11.
Kibby, M.Y., Lee, S., Cohen, M.J., Stanford, L, Park, Y. & Strickland, S. (2014). There are laterality differences in memory functioning in children/adolescents with focal epilepsy. Developmental Neuropsychology, 39, 569-584.
Kibby, M.Y., Lee, S.E., & Dyer, S.M. (2014). Reading performance is predicted by more than phonological processing. In S.A. Capellini and G.D. Germano (Eds.), Phonological and visual processing, reading and writing skills in students with dyslexia and ADHD [Special issue]. Frontiers in Psychology, 5, 960, 1-7.
Kibby, M.Y. (2012). Working Memory Functioning in Developmental Dyslexia and ADHD. In G. Kalivas and S.F. Petralia (Eds.), Short-Term Memory: New Research (pp. 1-36). Hauppauge, NY: Nova.
Mesman, G. R. & Kibby, M.Y. (2011). Examining multiple theories’ contribution to orthographic functioning. Journal of Learning Disabilities, 44, 50-62.
Kibby, M.Y. (2009). There are multiple contributors to the verbal short-term memory deficit in children with developmental reading disabilities. Child Neuropsychology, 15, 485-506.
Kibby, M.Y. (2009). Memory functioning in dyslexia: An analysis using two clinical memory measures. Archives of Clinical Neuropsychology, 24, 245-254.
Kibby, M.Y., Kroese, J. M., Krebbs, H., Hill, C.E., & Hynd, G.W. (2009). The pars triangularis in dyslexia and ADHD: A comprehensive approach. Brain and Language, 111, 46-54.
Kibby, M.Y., Pavawalla, S.P., Fancher, J.B., Naillon, A.J., & Hynd, G.W. (2009). The relationship between cerebral hemisphere volume and receptive language functioning in dyslexia and Attention-Deficit/Hyperactivity Disorder. Journal of Child Neurology, 24,438-448.
Kibby, M.Y. & Cohen, M.J. (2008). Memory functioning in children with reading disabilities and/or Attention-Deficit/Hyperactivity Disorder: A clinical investigation of their working memory and long-term memory functioning. Child Neuropsychology, 14,525-546.
Kibby, M.Y., *Fancher, J.B., *Markanen, R., & Hynd, G.W. (2008). A quantitative MRI analysis of the cerebellar deficit hypothesis of dyslexia. Journal of Child Neurology, 23, 368-80.