Helen Malone

Helen Malone, Professor of Special Education, has taught students of all ages who have significant intellectual and developmental disabilities, and has been involved in special education teacher education both at the pre- and in-service levels. She has been at Ohio State since 2005. Her research focuses on teaching individuals with severe to profound disabilities new skills and the assessment and treatment of their challenging behaviors. Dr. Malone has worked in public schools, private educational behavioral programs, and homes developing behavioral programs. She also serves as the Associate Chair for the Department of Educational Studies. In this role, she manages the curriculum for the 13 graduate programs and two undergraduate programs in the department as well as the courses for more than 50 faculty members.

• PhD, Special Education: Autism and Developmental Disabilities, The University of Texas at Austin, 2005
  (Mark F. O’Reilly, supervisor)
• MA, Special Education, New York University, 2001  
• BA, Linguistics/BA, Psychology, University of California, Davis, 1999

• Assistive/Augmentative Technology
  • Video modeling/Video prompting
• Special Education
  • Curricular design
  • Intellectual disabilities and autism
  • Moderate to intensive disabilities
• Teacher Education
  • Preparing special education teachers

• On-going contract with Franklin Country Board of Developmental Disabilities
• Co-PI, Transition Options in Post-Secondary Settings for Students with Intellectual Disabilities
• PI, inPromptu: Using Video Prompting to Teach New Skills to Individuals With Moderate to Intensive Disabilities

* indicated co-authorship with graduate students

• *Cannella-Malone, H. I., Jimenez, E. J., Schaefer, J. M., Miller, M., & Byrum, H. (2018). Examination of the effects of video prompting across different types of tasks. Career Development and Transition for Exceptional Individuals, 41, 200–211. doi:10.1177/2165143417739609
• *Seaman, R. S., Cannella-Malone, H. I., & Brock, M. E. (2018). Efficacy of paraprofessional-implemented video prompting to teach vocational skills to students with Autism Spectrum Disorder. Career Development and Transition for Exceptional Individuals, 41, 68–76.
• *Andzik, N. R., & Cannella-Malone, H. I. (2017). A review of the pyramidal training approach for practitioners working with individuals with disabilities. Behavior Modification, 41, 558–580.
• *Brock, M. E., Cannella-Malone, H. I., Seaman, R. L., Andzik, N. R., Schaefer, J. M., Page., E. J., Barczak, M., & Dueker, S. (2017). Findings across practitioner training studies in special education: A comprehensive review and meta-analysis. Exceptional Children, 84, 7–26.
• *Cannella-Malone, H. I., Chan, J. M., & Jimenez, E. D. (2017). Comparing self-directed video prompting to least-to-most prompting with postsecondary students with moderate intellectual disabilities. International Journal of Developmental Disabilities, 63, 211–220. doi:10.1080/20473869.2017.1301695
• *Cannella-Malone, H. I., & Schaefer, J. M. (2017). A review of research on teaching people with significant disabilities vocational skills. Career Development and Transition for Exceptional Individuals, 40, 67–78.doi:10.1177/2165143415583498
• Green, J. C., Cleary, D. S., & Cannella-Malone, H. I. (2017). A model for enhancing employment outcomes through postsecondary education. Journal of Vocational Rehabilitation, 46, 287–291. doi: 10.3233/JVR-170863
• *Schaefer, J. M., Cannella-Malone, H. I., & Brock, M. E. (2017). Effects of peer support arrangements across instructional formats and environments for students with severe disabilities. Remedial and Special Education, 39, 3–14.
• *Schaefer, J. M., Cannella-Malone, H. I., & Brock, M. E. (2017). Promoting social connections across environments for students with severe disabilities. Career Development and Transition for Exceptional Individuals. doi.org/10.1177/2165143417737073
• *Andzik, N., Cannella-Malone, H. I., & Sigafoos, J. (2016). Teacher implemented functional communication training: A review of the literature. Research and Practice for Persons With Severe Disabilities, 41, 79–89. doi:10.1177/1540796916633874
• *Brock, M. E., Cannella-Malone, H. I., Schaefer, J. M., Page, E. J., Andzik, N. R., & Seaman, R. L. (2016). Efficacy of training job coaches to implement evidence-based instructional strategies. Journal of Vocational Rehabilitation, 45, 351–364. doi:10.3233/JVR-160835
• *Schaefer, J. M., Cannella-Malone, H. I., & Carter, E. W. (2016). The place of peers in peer-mediated interventions for students with intellectual disabilities. Remedial and Special Education, 37, 345–356. doi:10.1177/0741932516629220
• *Seaman, R. L., & Cannella-Malone, H. I. (2016). Vocational skills interventions for adults with autism spectrum disorder: A review of the literature. Journal of Developmental and Physical Disabilities. doi: 10.1007/s10882-016-9479-z
• *Wu, P. F., Wheaton, J. E., & Cannella-Malone, H. I. (2016). Effects of video prompting and activity schedules on the acquisition of independent living skills of students who are deaf and have developmental disabilities. Education and Training in Autism and Developmental Disabilities, 51, 366–378.

*indicates co-authorship with graduate students

• Cannella-Malone, H. I. (2018, November). The power of choice: The right to express preference. Paper presentation at OCALI Con, Columbus, OH.
• Cannella-Malone, H. I. (2017, October). Using eye gaze to determine reinforcers for students with severe multiple disabilities. Invited presentation at The Assistive Technology and Disabilities International Conference, Rome, Italy.
• Cannella-Malone, H. I. (2017, October). Comparing self-directed video prompting to least-to-most prompting in postsecondary students. Invited presentation at The Assistive Technology and Disabilities International Conference, Rome, Italy.
• Malone, H., Brock, M., Jimenez, E., & Seaman, R. (2017, April). Video modeling: An effective tool to teach both students and train teachers. Paper session presented at the Council for Exceptional Children Convention and Expo, Boston, MA.
• Cannella-Malone, H. I. (2016, September). Using video prompting to teach students with moderate to profound disabilities. Invited presentation at Georgia State University, Atlanta, GA.
• Cannella-Malone, H. I. (2016, May). Teaching students with intellectual disability to use self-directed video prompting. K. Ayres (Chair), Self-Instructing With Mobile Technology for Individuals With Intellectual Disability: Training to Use the Technology, Implementation, and Efficiency. Symposium conducted at the Association for Behavior Analysis International Convention, Chicago, IL.
• *Chan, P. E., Cannella-Malone, H. I., and Konrad, M. K. (2016, May). Literature findings on student involvement in the development of functional behavior assessments and behavior plans. Poster Presentation at the Association for Behavior Analysis International Convention, Chicago, IL.
• *Chan, P. E., Cannella-Malone, H. I., and Konrad, M. K. (2016, May). Evaluating the effects of an explicit instruction intervention on students’ identification of antecedents, behaviors, and consequences. J. Burt (Chair), Promoting Effective Communication With Students With Emotional and Behavioral Disorders in Schools. Symposium conducted at the Association for Behavior Analysis International Convention, Chicago, IL.
• *Page, E. J., & Cannella-Malone, H. I. (2016, May). A review of physical activity for people with disabilities. J. M. Chan (Chair), Recent Advances in Health, Recreation, and Safety Interventions for Individuals With Developmental Disabilities. Symposium conducted at the Association for Behavior Analysis International Convention, Chicago, IL.
• *Seaman, R., Cannella-Malone, H. I., and Brock, M. (2016, May). Efficacy of training a paraprofessional to implement video prompting to teach a vocational skill. Poster Presentation at the Association for Behavior Analysis International Convention, Chicago, IL.