the caid program cognitive assessment and intervention for the deaf at the hiram g. andrews center...

The CAID ProgramCognitive Assessment and Intervention for the Deaf

at the Hiram G. Andrews Center

Session #2.14 July 11, 2012 AHEAD Conference and Pepnet 2 Training Institute

Team Members:

Dr. Greg LongNorthern Illinois University, Professor, School of Allied Health and Communicative Disorders

Jill MoriconiHiram G. Andrews Center, Deputy Director

Lori HutchisonConsultant

Stacie AndrewsHiram G. Andrews Center, Evaluation Supervisor

Deborah EndresUniversity of Pittsburgh, Cognitive Specialist

Ashley LockeFunctional Competency Program Coordinator

Joyce GallagherSign Language Specialists of Western PA, Operations Manager

Hiram G. Andrews Center: Our Mission

To provide comprehensive rehabilitative, educational, and life skill services in a focused environment which results in employment and independence

for persons with disabilities.

HGAC Admission 2011 Information

Various types of primary disabilities are served. In most cases, there are also secondary disabilities.

– 56 % cognitive impairments (MR, LD, autism)– 15.4 % physical impairments– 18 % other mental impairments (psychosocial, drug/alcohol abuse)– 5.5 % deafness/hearing/communication

impairments– 4.8 % blindness or other visual impairments– 0.8 % other/no disability listed

Problem Definition

Students who were deaf and appeared to have cognitive deficits were not being addressed on the same level as

hearing students possessing the same cognitive deficits.

How do we determine if students’ issues were due to cognitive or communication difficulties?

Cognitive Assessment and Intervention for the Deaf Project (CAID)

Involvement & ideas of many…

HGAC staffUniversity of Pittsburgh staff

Sign Language Specialists staffPepnet NE Outreach Specialist

Consultation with Dr. Peter Hauser, NTIDConsultation with Dr. Greg Long, Northern Illinois

University

Consultation with Dr. Greg LongNorthern Illinois University

• General training with HGAC staff

• Specific training with Evaluation staff

• Conference calls with CAID team

Training by Cognitive Specialists

• Counselors • Instructors• Interpreters• Education Coaches• Functional

Competency Tutor• Field Staff• Other Center staff

Vocational Evaluation Process

• Standardized testing utilized• Certified interpreters

provided• Test accommodations

as needed

Vocational Evaluation Process

• Review of background information• Program planning• Vocational assessment• Vocational exploration

(including tryouts)

Functional Competency Battery

The most current version of the

Transition Competency Battery (TCB) assesses

knowledge of work and social skills for

successfully living and working in the

community.

Functional Communication Assessment

Developed by Dr. Greg Long and adapted for our purposes, we began to obtain information about modes

of expressive and receptive communication, proficiency in each

area, use of interpreters and assistive technology.

Cognitive Functional Assessment

The addition of a functional

component enhances and improves the

information we obtain regarding

a person’s abilities.

Cognitive Functional Assessment

• Workplace Demand • Observation of Abilities • Community Based

Questionnaire Students’ evaluation

of abilities Supervisor’s

evaluation

Revisiting the Problem

Students who were deaf and appeared to have cognitive deficits were not being addressed on the same level as

hearing students possessing the same cognitive deficits.

How do we determine if students’ issues were due to cognitive or communication difficulties?

Options Generation

• Implement “Evidenced Based Practices” assessment addressing functional communication.

• Implement “Evidenced Based Practices” assessment addressing cognition.

• Determine that the problem is too complicated and should not be addressed at all.

• Develop a system using the first two options plus an intervention protocol.

Intervention Development

• Determine weaknesses• Three questions

Can this weakness be changed? Can it be reasonably accommodated? Should a change of goals be

initiated? • Set goals and objectives• Create activities that support goals and

objectives

Intervention Protocol

• Set goals including student in the process• Set objectives with regular (weekly) review of

goals and feedback regarding progress• Monitor progress• Change goals and objectives when progress is

not satisfactory• Determine when the goals are attained• Create report with detailed recommendations

Case Study

Hiram G. Andrews Center

Referrals may be sent to the Admissions Office727 Goucher St.

Johnstown, PA 15905814-255-8200

Visit us on the Web!

www.hgac.org

Contact Information

Jill Moriconi • 814-254-0557 • jmoriconi@pa.gov

Lori Hutchison • 814-322-8661 • lori.hutchison59@gmail.com

Deborah Endres • 724-493-4155 • debendres6@gmail.com

Joyce Gallagher • 814-254-0589 • c-jogallag@pa.gov