Helen I. Cannella-Malone

The Ohio State University, Columbus, Ohio, United States

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Publications (21)29.71 Total impact

  • Helen Irene Cannella-Malone · Linsey M. Sabielny · Eliseo D. Jimenez · E. Justin Page · Megan Miller · Olivia Miller ·

    Journal of Developmental and Physical Disabilities 10/2015; DOI:10.1007/s10882-015-9448-y · 1.56 Impact Factor
  • H. I. Cannella-Malone · O. Miller · J. M. Schaefer · E. D. Jimenez · E. J. Page · L. M. Sabielny ·

    Exceptional children 09/2015; DOI:10.1177/0014402915598778 · 2.75 Impact Factor
  • Helen I Cannella-Malone · Linsey M Sabielny · Christopher A Tullis ·
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    ABSTRACT: The purpose of this study was to replicate Fleming et al. (2010) by examining the use of eye gaze in identifying reinforcers for 3 individuals with severe multiple disabilities. Preference was measured in a paired-choice stimulus preference assessment using duration of eye gaze to determine stimulus selection. A subsequent reinforcer assessment used a reversal design to test the reinforcing effects of the high- and low-preference stimuli. The results replicated Fleming et al., indicating that using eye gaze as a selection method successfully identified reinforcing stimuli. © Society for the Experimental Analysis of Behavior.
    Journal of Applied Behavior Analysis 07/2015; 48(3). DOI:10.1002/jaba.231 · 1.19 Impact Factor
  • H. I. Cannella-Malone · J. M. Schaefer ·

    06/2015; DOI:10.1177/2165143415583498
  • Helen Irene Cannella-Malone · Mark F. O’Reilly ·
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    ABSTRACT: A reinforcing properties assessment was conducted with five participants with severe to profound intellectual disability to determine whether automatically maintained hand mouthing (as identified through an analogue functional analysis) was more specifically maintained by sensory stimulation to the mouth, hands, or both. Participants were provided free-access to one or two high preference items, and hand mouthing, hand-toy contact, and toy-mouth contact were measured. Results indicated that stimulation to the hand was the predominant reinforcer for all five participants, replicating the findings of Goh et al. (Journal of Applied Behavior Analysis, 28, 269-283 (1995)), suggesting that subsequent interventions should be tailored to specific maintaining variables.
    Journal of Developmental and Physical Disabilities 10/2014; 26(5):543-548. DOI:10.1007/s10882-014-9370-8 · 1.56 Impact Factor
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    Christopher A. Tullis · Helen I. Cannella-Malone · Daniel O. Payne ·
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    ABSTRACT: Transitioning between activities or settings may pose great difficulty for individuals with intellectual and developmental disabilities, yet engaging in independent, smooth transitions may be a requisite skill for inclusion in a number of school and community settings. In the current empirical literature review, 32 studies that focused on teaching independent transitioning skills or decreasing challenging behavior in the context of transitions were examined. Studies were divided into two general categories: (a) decreasing challenging behavior and (b) teaching independent transitions. Each general category was then divided into subcategories: antecedent- or consequence-based strategies. The goals of this review were to determine what interventions are most prevalent and effective in the current literature base, identify the extent to which effects are maintained and generalized, and suggest directions for future research.
    03/2014; 2(1):91-102. DOI:10.1007/s40489-014-0039-0
  • Helen I. Cannella-Malone · David G. Brooks · Christopher A. Tullis ·
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    ABSTRACT: This study examined the effects of self-directed video prompting presented via an iPod Touch on teaching four adolescents with moderate-to-severe intellectual and developmental disabilities two daily living tasks. Students were taught to wash a table using instructor-delivered video prompts. After reaching 80 % correct for at least three consecutive sessions, a system of most-to-least prompts was used to teach them to use the iPod Touch and a video prompting app (inPromptu) independently. In the final phase, students used inPromptu on the iPod Touch to teach themselves to vacuum with self-directed video prompts. Results of the study demonstrate that all four students learned to wash a table with instructor-directed video prompts, they all learned to use inPromptu on the iPod Touch independently, two students used inPromptu on the iPod Touch to teach themselves to vacuum, and a third student was learning to vacuum using inPromptu.
    Journal of Behavioral Education 09/2013; 22(3). DOI:10.1007/s10864-013-9175-3
  • Helen I Cannella-Malone · Sharona V Mizrachi · Linsey M Sabielny · Eliseo D Jimenez ·
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    ABSTRACT: Objective: The objective of this study was to examine the effectiveness of video modeling on teaching physical activities to three adolescents with significant disabilities. Methods: The study implemented a multiple baseline across six physical activities (three per student): jumping rope, scooter board with cones, ladder drill (i.e., feet going in and out), ladder design (i.e., multiple steps), shuttle run, and disc ride. Additional prompt procedures (i.e., verbal, gestural, visual cues, and modeling) were implemented within the study. After the students mastered the physical activities, we tested to see if they would link the skills together (i.e., complete an obstacle course). Results: All three students made progress learning the physical activities, but only one learned them with video modeling alone (i.e., without error correction). Conclusion: Video modeling can be an effective tool for teaching students with significant disabilities various physical activities, though additional prompting procedures may be needed.
    Developmental neurorehabilitation 03/2013; 16(3). DOI:10.3109/17518423.2012.763192 · 2.05 Impact Factor
  • Daniel Payne · Helen I. Cannella-Malone · Christopher A. Tullis · Linsey M. Sabielny ·
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    ABSTRACT: This study evaluated the effectiveness of video prompts presented on an iPod Touch on the acquisition of two daily living skills, as well as a system of most-to-least prompts to teach two students with moderate to severe intellectual and developmental disabilities to use the iPod Touch as a self-directed prompting device. In phase 1, video prompts presented on an iPod Touch were used to teach the students to make microwavable popcorn. Once the students were consistently performing the popcorn task, they were taught to independently use the iPod Touch (i.e., self-directed video prompting). In the third phase, one student was taught to make instant noodle soup via self-directed video prompts. A multiple probe across participants design was used to evaluate the effects of video prompting and the acquisition of self-directed video prompting. An AB design was used to evaluate the effects of self-directed video prompting with one student. Both students learned to make microwaveable popcorn. One student learned to self-operate the iPod Touch and met the criteria for beginning phase 3 (making noodle soup) before the conclusion of the study.
    Journal of Developmental and Physical Disabilities 12/2012; 24(6). DOI:10.1007/s10882-012-9293-1 · 1.56 Impact Factor
  • Christopher A. Tullis · Helen I. Cannella-Malone · Courtney V. Fleming ·
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    ABSTRACT: Multiple stimulus without replacement (MSWO) preference assessments have been demonstrated to effectively identify reinforcers for individuals with severe to profound disabilities, but it may be possible to make the procedures more efficient by decreasing the number of array presentations. This investigation presents one case study that compared single-, three-, and five-session MSWO formats to determine if reinforcers could be reliably identified with all three formats for one student with pervasive developmental disability not otherwise specified (PDD-NOS). Using a concurrent-operants design embedded in a reversal design, subsequent reinforcer assessments indicated that a reinforcer was identified with each assessment format. Directions for future research and procedural limitations will be discussed.
    Journal of Developmental and Physical Disabilities 08/2012; 24(4). DOI:10.1007/s10882-012-9273-5 · 1.56 Impact Factor
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    ABSTRACT: Since 2002, the body of literature examining choice interventions and preference assessments for individuals with severe to profound disabilities has grown substantially. This paper is an extension of the Lancioni, O’Reilly, & Emerson (1996) and Cannella, O’Reilly, & Lancioni (2005) papers and reviews 50 studies conducted between 2002 and 2010 that were divided into five categories: (a) effectiveness of various preference assessment formats and methodologies, (b) comparisons of specific components of preference assess- ments, (c) underlying mechanisms of preference, (d) effects of choice on behavior, and (e) staff and participant training. Findings from these studies support previous research findings in that choice was an effective intervention for changing behavior, reinforcers were identified for individuals with severe to profound disabilities using preference assessments, and participants were taught to make, and staff were trained to provide, choices. Other major findings highlight some mechanisms that underlie preference and provide insight into some nuances of the various preference assessment methodologies. The findings are discussed in terms of their implications on practice related to individuals with severe to profound disabilities and suggestions for future research are provided.
    Education and Training in Autism and Developmental Disabilitites 12/2011; 46(4):576-595. · 0.13 Impact Factor
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    Helen I. Cannella-Malone · Christopher A. Tullis · Aline R. Kazee ·
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    ABSTRACT: Some individuals with developmental disabilities and emotional disorders may engage in challenging behavior that can result in the use of aversive procedures and/or seclusion from typically developing peers. They may also engage in low levels of physical activity. One way to decrease challenging behaviors while increasing overall levels of physical health may be to provide access to exercise systematically throughout the day. This study used a multiple-baseline across-participants design to investigate the effects of antecedent exercise on the challenging behavior of three boys with moderate to severe developmental disabilities and an emotional behavior disorder. Each participant engaged in eight daily exercise sessions ranging in duration from 1 to 20 min throughout the entire school day across school settings. Challenging behavior decreased to zero for two participants and near zero for the third participant.
    Journal of Positive Behavior Interventions 10/2011; 13(4):230-239. DOI:10.1177/1098300711406122 · 1.69 Impact Factor
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    ABSTRACT: We conducted a systematic replication of Cannella-Malone et al. by comparing the effects of video prompting to video modeling for teaching seven students with severe disabilities to do laundry and wash dishes. The video prompting and video modeling procedures were counterbalanced across tasks and participants and compared in an alternating treatments design within a multiple probe across participants design. For six participants, video prompting was more effective than video modeling, which was generally ineffective. For one participant, neither video modeling nor video prompting was effective, but in vivo instruction led to skill acquisition. One participant who was deaf was also able to learn both skills using video prompting, even though he could not hear the voice-over instructions. These data suggest that the duration of the video may influence its effectiveness as a teaching tool and that the voice-over instructions may not be necessary.
    Journal of Positive Behavior Interventions 07/2011; 13(3):144-153. DOI:10.1177/1098300710366593 · 1.69 Impact Factor
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    Ju Hee Park · Sheila R. Alber-Morgan · Helen Cannella-Malone ·
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    ABSTRACT: This study examined the effects of mother-implemented Picture Exchange Communication System (PECS) training on the independent communication of three young children with autism spectrum disorders. Three mothers were trained to teach their child PECS Phases 1 through 3B, which they did with high integrity. Moreover, all three children successfully acquired independent picture exchanges that were generalized to a different communication partner and maintained for at least 1 month. Vocalizations across participants showed limited or no improvement. These findings systematically extend previous PECS research by training mothers to be the primary implementers of PECS training. In addition, this research provides practitioners with insight into the feasibility and necessity of parent-implemented PECS training.
    Topics in Early Childhood Special Education 05/2011; 31(1):37-47. DOI:10.1177/0271121410393750 · 1.16 Impact Factor
  • James N Meindl · Helen I Cannella-Malone ·
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    ABSTRACT: Joint attention is a skill that involves coordinating the attention of at least two individuals towards an object or event. Although it is seen as a critical skill in early child development, it is frequently absent in children with autism and has been linked to poorer language outcomes for those children. As a result, multiple interventions have been developed to teach children with autism to respond to, and initiate, bids for joint attention. These interventions, however, differ widely both in terms of procedures used and in whether they focus on teaching children to respond to, or initiate, bids for joint attention. This literature review was conducted to document research gaps and intervention similarities between joint attention intervention studies for children with autism. The specific intent of this review was to determine whether researchers teach responding and initiating separately or sequentially, describe the extent to which procedures differ among studies, and identify whether social or non-social consequences are used during joint attention training. Implications for the treatment of joint attention deficits are discussed and recommendations to both researchers and practitioners are provided.
    Research in developmental disabilities 03/2011; 32(5):1441-54. DOI:10.1016/j.ridd.2011.02.013 · 4.41 Impact Factor
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    Yi-Chieh Chung · Helen I Cannella-Malone ·
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    ABSTRACT: This study examined the effects of presession exposure to attention, response blocking, attention with response blocking, and noninteraction conditions on subsequent engagement in automatically maintained challenging behavior and correct responding in four individuals with significant intellectual disabilities. Following a functional analysis, the effects of the four presession conditions were examined using multielement designs. Results varied across the 4 participants (e.g., presession noninteraction acted as an abolishing operation for 2 participants, but as an establishing operation for the other 2 participants). As such, both the results replicated and contradicted previous research examining the effects of motivating operations on automatically maintained challenging behavior. Although the results varied across participants, at least one condition resulting in a decrease in challenging behavior and an increase in correct responding were identified for each participant. These findings suggested that presession manipulations resulted in decreases in subsequent automatically maintained challenging behavior and simultaneous increases in correct responding might need to be individually identified when the maintaining contingencies cannot be identified.
    Behavior modification 11/2010; 34(6):479-502. DOI:10.1177/0145445510378380 · 2.23 Impact Factor
  • Helen I. Cannella-Malone · Christopher A. Tullis ·
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    ABSTRACT: Abstracted from: Shukla-Mehta, S., Miller, T., & Callahyan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25, 23–36.Source of funding and disclosure of interest: The original authors reported that no financial support was received for the research and/or authorship of the article and that there were no conflicts of interest.
    Evidence-Based Communication Assessment and Intervention 09/2010; 4(3):109-112. DOI:10.1080/17489539.2010.514722
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    ABSTRACT: The purpose of this study was to examine whether duration of eye gaze could be used to identify reinforcing stimuli for four individuals with severe physical and developmental disabilities, as well as the effectiveness of the assessment using different numbers of stimuli (i.e. 6 vs 14). This study measured each student's preferences in a paired stimulus preference assessment using duration of eye gaze toward various stimuli. Following the preference assessment, a reinforcer assessment was conducted within a reversal design to determine the accuracy of the preference hierarchy. Results indicated that duration of eye gaze toward a stimulus was successful in identifying preferred stimuli that functioned as reinforcers for all participants. Additionally, the shorter preference assessment produced measures of similar accuracy in considerably less time. Eye gaze can be used to identify reinforcing stimuli for individuals with severe physical and developmental disabilities.
    Developmental neurorehabilitation 08/2010; 13(4):266-75. DOI:10.3109/17518421003705706 · 2.05 Impact Factor
  • Helen I. Cannella-Malone · Jodi L. Fant · Christopher A. Tullis ·
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    ABSTRACT: The purpose of this study was to examine the effectiveness of the PECS with Peers protocol developed by Garfinkle and Schwartz (1994), which uses The Picture Exchange Communication System (PECS) as a means of increasing social communication between individuals with disabilities and their peers. Two females with severe communication delays and developmental disabilities served as participants and one male with developmental disabilities and one female without disabilities acted as their peers. A multiple baseline across behaviors (i.e., greetings, requests, and responses) design was used to assess the effectiveness of PECS on social communication as well as to examine whether using PECS led to increases in the participants’ verbal communication. Both participants increased their social interactions using PECS with their peer and also demonstrated a general preference for verbal communication. Social validity questionnaires indicated that teachers and parents found the social communication skills to be important and that this intervention was helpful. KeywordsPECS–Social communication–Severe developmental disabilities–Augmentative and alternative communication–Intervention
    Journal of Developmental and Physical Disabilities 04/2010; 22(2):149-163. DOI:10.1007/s10882-009-9174-4 · 1.56 Impact Factor
  • Helen I Cannella-Malone · Ruth M DeBar · Jeff Sigafoos ·
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    ABSTRACT: Selecting an appropriate mode of communication is an important clinical decision when beginning an augmentative and alternative communication (AAC) intervention. In the present study, we investigated whether two boys with significant intellectual disabilities would show a preference for using one of three AAC devices. Initially, the boys were taught to use three AAC devices (i.e., Cyrano Communicator, Mini-MessageMate, and a Picture Communication Board) using a multiple-probe-across-devices design. One participant was successful with only one device, while the other was successful in acquiring basic use of all three devices (i.e., making a request using the device and demonstrating correspondence between the picture icon and item requested). The child who acquired basic use of all three devices participated in the second phase. A choice assessment was conducted using a free-operant paradigm to determine which of the three devices he preferred. In the final phase, the most preferred device was targeted for more specific instruction (i.e., retrieving the device from a distance, turning the device on, approaching a communication partner, getting the communication partner's attention, and using the device to make a request), using a changing criterion design. Results for this participant indicated that he had a clear preference for one device and was able to learn how to use it in a more functional manner. Limitations and suggestions for future research are discussed.
    Augmentative and alternative communication (Baltimore, Md.: 1985) 12/2009; 25(4):262-73. DOI:10.3109/07434610903384511 · 2.59 Impact Factor