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Helen Malone

Associate Chair, Department of Educational Studies
Professor, Department of Educational Studies

Program Area: Special Education

(614) 292-8313
malone.175@osu.edu

Personal Website

Biography

Helen Malone, Associate Professor of Special Education, has taught students of all ages who have moderate to intensive 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. Specifically, she studies interactions between choice, preference, and challenging behavior, the use of technology to teach daily living skills to individuals with developmental disabilities, and methods of assessment and treatment for challenging behaviors not maintained by social contingencies. In 2009, she began work on a U.S. Department of Education Steppingstones to Technology grant (with her Co-PI, Dr. Joe Wheaton) that focused on the development of video technology that can be used to teach new skills to students of transition age with severe developmental disabilities who may also have a significant hearing impairment. Dr. Malone teaches courses on communication skills; the assessment, design, and implementation of instructional and behavioral programs for students with moderate to intensive disabilities; radical behaviorism; and writing for publication. Dr. Malone is a Board Certified Behavior Analyst and has worked in public schools, private educational behavioral programs, and homes developing behavioral programs.

Education

  • 2005 Ph.D., Special Education: Autism and Developmental Disabilities
    (Mark F. O’Reilly, supervisor)
    The University of Texas at Austin  
  • 2001 M.A., Special Education
    New York University  
  • 1999 B.A., Linguistics B.A., Psychology
    University of California, Davis

Research Interests

Selected Grants

  • 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

Selected Presentations

*indicates co-authorship with graduate students

  • *Cannella-Malone, H. I., Brooks, D., & Tullis, C. A. (2013, May). Using self-directed video prompting to teach individuals with intellectual disabilities. H. I. Cannella-Malone (Chair), Teaching Skills to Individuals With Autism and Other Developmental Disabilities Using Auditory, Picture, and Video Prompts. Symposium conducted at the Association for Behavior Analysis International Annual Convention, Minneapolis, MN.
  • *Cannella-Malone, H. I., Sabielny, L. M., Jimenez, E., Miller, M., Byrum, H., & Miller, O. (2013, May). Using video prompting to teach individuals with intellectual disabilities. J. M. Chan (Chair), Using Video Technology to Enhance the Educational Outcomes for Individuals With Disabilities. Symposium conducted at the Association for Behavior Analysis International Annual Convention, Minneapolis, MN.
  • *Cannella-Malone, H. I., Sabielny, L. M., Tullis, C. A., & Miller, O. (2013, May). Using eye gaze to identify reinforcers for students with severe multiple disabilities. L. M. Sabielny (Chair), Educational Procedures for Enhancing Outcomes for Students with Intellectual and Developmental Disabilities. Symposium conducted at the Association for Behavior Analysis International Annual Convention, Minneapolis, MN.
  • *Jimenez, E., Cannella-Malone, H. I., Mizrachi, S., & Sabielny, L. M. (2013, May). Teaching physical activities to individuals with significant disabilities using video modeling. J. M. Chan (Chair), Using Video Technology to Enhance the Educational Outcomes for Individuals With Disabilities. Symposium conducted at the Association for Behavior Analysis International Annual Convention, Minneapolis, MN.
  • *Sabielny, L. M., & Cannella-Malone, H. I. (2013, May). A comparison of prompting strategies on the acquisition of daily living skills. L. M. Sabielny (Chair), Educational Procedures for Enhancing Outcomes for Students with Intellectual and Developmental Disabilities. Symposium conducted at the Association for Behavior Analysis International Annual Convention, Minneapolis, MN.
  • *Tullis, C. A., & Cannella-Malone, H. I. (2013, May). An analysis of the effectiveness of reinforcers identified via multiple stimulus without replacement preference assessments. L. M. Sabielny (Chair), Educational Procedures for Enhancing Outcomes for Students with Intellectual and Developmental Disabilities. Symposium conducted at the Association for Behavior Analysis International Annual Convention, Minneapolis, MN.
  • *Cannella-Malone, H. I., Sabielny, L. M., & Jimenez, E. D. (November, 2012). Teaching vocational and daily living skills using video prompting. Paper session presented at the Ohio Center for Autism and Low Incidence Conference, Columbus, OH.
  • Malone, H. I. (November, 2012). Assessing preferences of students with significant intellectual and physical disabilities. Paper session presented at the Ohio Center for Autism and Low Incidence Conference, Columbus, OH.
  • *Wu, P. F., Cannella-Malone, H. I., & Wheaton, J. (2012, May). The effects of video prompting and activity schedules on the acquisition of vocational skills for deaf students with moderate intellectual disabilities. H. I. Cannella-Malone (Chair), Teaching adolescents and adults multicomponent skills using video modeling and video prompting. Symposium conducted at the Association for Behavior Analysis International, Seattle, WA.
  • *Sabielny, L. M., Cannella-Malone, H. I., & Tullis, C. A. (2012, May). Using eye gaze to identify reinforcers for an individual with severe and multiple disabilities. Poster presented at the Association for Behavior Analysis International, Seattle, WA.
  • *Tullis, C. A., Cannella-Malone, H. I., & Sabielny, L. M. (2012, May). An examination of preference stability for edible and leisure items. Poster presented at the Association for Behavior Analysis International, Seattle, WA.
  • *Cannella-Malone, H. I., Wheaton, J., & Wu, P. F. (2012, May). The effects of video self-prompting on the acquisition of independent living skills of students who are deaf  and have developmental disabilities. H. I. Cannella-Malone (Chair), Teaching adolescents and adults multicomponent skills using video modeling and video prompting. Symposium conducted at the Association for Behavior Analysis International, Seattle, WA.
  • *Cannella-Malone, H. I., Sabielny, L. M., & Tullis, C. A. (2012, April). Using preference assessments with students with significant intellectual, developmental, and physical disabilities. Paper session presented at the Council for Exceptional Children Convention and Expo, Denver, CO.

Selected Publications

* indicated co-authorship with graduate students

  • *Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (in press). Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education.
  • *Cannella-Malone, H. I., Mizrachi, S. B., Sabielny, L. S., & Jimenez, E. D. (in press). Teaching physical activities to students with significant disabilities using video modeling. Developmental Neurorehabilitation.
  • *Cannella-Malone, H. I., Sabielny, L. S., Jimenez, E. D., & Miller, M. M. (in press). Pick one! Conducting preference assessments with students with significant disabilities. Teaching Exceptional Children.
  • *Sabielny, L. S., & Cannella-Malone, H. I. (2014). Comparison of prompting strategies on the acquisition of daily living skills. Education and Training in Autism and Developmental Disabilities.
  • *Cannella-Malone, H. I., Wheaton, J., Wu, P. F., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 47, 332–344.
  • *Payne, D., Cannella-Malone, H. I., Tullis, C. A., & Sabielny, L. M. (2012). The effects of self-directed video prompting with two students with intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities, 24, 617–634.
  • *Tullis, C. A., Cannella-Malone, H. I., & Fleming, C. V. (2012). Multiple stimulus without replacement preference assessments: An examination of the relation between session number and efficacy. Journal of Developmental and Physical Disabilities, 24, 337–345.
  • *Cannella-Malone, H. I., Fleming, C., Chung, Y. C., Wheeler, G., Basbagill, A., & Singh, A. (2011). Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13, 144–153.
  • *Cannella-Malone, H. I., Tullis, C. A., & Kazee, A. (2011). Using antecedent exercise to decrease challenging behavior in boys with developmental disabilities and an emotional disorder. Journal of Positive Behavior Interventions, 13, 230–239.
  • *Meindl, J. N., & Cannella-Malone, H. I. (2011). Initiating and responding to joint attention in children with autism: A review of the literature. Research in Developmental Disabilities, 32, 1441–1454.
  • *Park, J. H., Alber-Morgan, S., & Cannella-Malone, H. I. (2011). The effects of mother-implemented picture exchange communication system training on spontaneous communicative behaviors of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31, 22–36.
  • *Tullis, C. A., Cannella-Malone, H. I., Basbagill, A. R., Yeager, A., Fleming, C. V., Payne, D., & Wu, P. (2011). A review of the choice and preference assessment literature for individuals with severe to profound disabilities. Education and Training in Autism and Developmental Disabilities, 46, 576–595.