Dr. Ann-Marie DiBiase
Faculty of Education
Dr. Ann-Marie DiBiase
Associate Professor & Undergraduate Coordinator (PhD)
Department of Graduate and Undergraduate Studies in Education
Full Advisement Load: Contact for Availability for Graduate Advisement
Dr. DiBiase is currently the undergraduate coordinator for the Department of Undergraduate and Graduate Studies in the Faculty of Education. Dr. DiBiase works out of the St. Catharines campus. For more information regarding her position at Brock University please contact Dr. DiBiase directly.
EDUC 5P92: An Introduction to Educational Research
EUDC 5P46: Behavioural Disorders in Special Education
EDUC 5P90: Research Proposal Tutorial
EDUC 5P93: Research Project
EDUC 5F95: Thesis Tutorial in Educational Studies
EDUC 5P98: Independent Study in Education
EDUC 5V96: Internship in Educational Issues
EDUC 2F01:Cognition and Learning
Children and adolescent psychopathology (e.g., Oppositional Defiant Disorder, Conduct Disorder, ADHD, Anxiety Disorders, Depression);Cognitive Behavioral Therapy (CBT); Aggressive/ Antisocial behaviour in children and youth; Psychoeducational prevention/intervention programs for behaviorally at-risk children/adolescents; Moral development and assessment
Although antisocial behaviour exhibited by children and youth has been an issue of grave concern for societies throughout history, events of recent years (e.g., school shootings, criminal adjudication among children and youth, violent behaviour) have galvanized public concern and raised antisocial behaviour among children and youth, to the level of a national health care issue. Moreover, if antisocial behavior patterns are not addressed early on, these children tend to experience numerous long-term negative consequences such as academic failure, impaired social relationships, escalating rates and forms of aggressive behavior, substance abuse, and delinquent behavior. Such negative consequences collectively result in substantial costs to society and to the individual student. Given the multi-faceted nature of antisocial behaviour patterns, prevention/intervention programs should be multimodal, including: social skills development, ethical responsibility and moral development, anger management, and problem solving.
Dr. DiBiase's recent research focuses on prevention/intervention strategies for children and youth with externalizing disorders (e.g., Oppositional Defiant Disorder, ADHD, Conduct Disorder), as well as internalizing disorders (e.g., anxiety, depression). Currently, she is investigating psychoeducational and pharmacological interventions for children that endure or are at risk for emotional and behavioural disorders.
DiBiase, A-M. (in progress) A multimodal psychosocial intervention for children with Oppositional Defiant Disorder (ODD) and Comorbidity ADHD: Implications for Educators and School Mental Health Teams, Journal of the American Academy of Child and Adolescent Psychiatry
DiBiase, A-M et al. (in progress). Cross-cultural comparisons of a multicomponent psycheducation prevention program: EQUIP for Educators, Behavioral Disorders
DiBiase, A-M. (submitted). Multivariate analysis of a psychoeducational prevention/intervention program. Journal of Behavioural Education.
DiBiase, A-M. (submitted). Philosophical and Psychological underpinnings of Kohlberg’s theory of moral development: From Kant and Rawls to Piaget. Journal of Moral Education.
Novak, J.M., Purkey, W.W. DiBiase, A-M. (in press). Invitational Education and Theory: A self-concept approach to teaching, learning, and democratic practice in a connected world (4th ed.). Belmont, CA: Wadsworth
Novak, J.M., Rocco, W. DiBiase, A-M. (Eds). (2006). Creating Inviting Schools. San Francisco, CA :Caddo Gap Press
& Novak, J.M. & DiBiase, A-M. (2006). Creating Inviting Schools: In Retrospect and Prospect. San Francisco, CA :Caddo Gap Press
DiBiase, A-M., Gibbs, J.C., & Potter, G.B. (2005). EQUIP for Educators: Equipping Children to Think and Behave Responsibly, Champaign, Illinois: Research Press
Clements, D.H., Sarama, J. & DiBiase, A-M. (Eds). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education, Hillsdale, NJ: Lawrence Erlbaum Associates
Sarama, J. & DiBiase, A-M. (2004). The professional development challenge in preschool mathematics. In Clements, D.H., Sarama, J. & DiBiase, A-M. (Eds.), Engaging Young Children In Mathematics: Standards For Early Childhood Mathematics Education, Hillsdale, NJ: Lawrence Erlbaum Associates
Clements, D. H., DiBiase, A-M., & Conference Working Group (2004). " Preface and Part one: Major themes and recommendations”. In “Engaging Young Children In Mathematics: Standards For Early Childhood Mathematics Education, eds. D. H. Clements & J. Sarama & A.-M. DiBiase, 120 pages. Mahwah, NJ: Lawrence Erlbaum Associates
Clements, D.H., Sarama, J. & DiBiase, A-M. (2002). Preschool and kindergarten mathematics: A national conference. Teaching Children Mathematics, 8, 510-514.
Clements, D.H., & DiBiase, A-M. (2002 January). Using a Learning Continuum, Intersection, 1-4.
Clements, D. H., Sarama, J., & DiBiase, A-M. (2002, February/March). A learning continuum in geometry. Intersection, 1-3.
Clements, D.H., & DiBiase, A-M. (2001 September). Guidelines for early childhood mathematics: Continuing the conversation. Intersection, 1-11.
Clements, D. H., & DiBiase, A-M. (2001, June). Reflecting on our synergistic work. Intersection, 6-8.
DiBiase, A-M. & Clements, D. H. (2001 April). Conference on standards for Preschool and Kindergarten Math. Building Blocks—Foundations for Mathematical Thinking, Pre-Kindergarten to Grade 2: Research-Based Materials Development Monthly Report, 3, 3.
Clements, D.H. & DiBiase, A-M. (2000 July/August). Conference on standards: A successful collaboration. Intersection, 1-12.
DiBiase, A-M. (1997). Reexamining Self and Morality: A Revisionist View, Brock Education: A Journal of General Inquiry, 6 (1-2), 114-127
Wilson, S. & DiBiase, A-M. (1997). Reshaping a University Undergraduate Course: From Traditionalism to Constructivism. Padagogisches Handeln: Wissenschaft and Praxis im Dialog, 1. Jahrgang. 1997, Heft 1, 39-54 (translated Theory into Practice), Germany. (Referred)