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The CAID Program. Cognitive 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 Long - PowerPoint PPT Presentation
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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 Long
Northern 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 • [email protected]
Lori Hutchison • 814-322-8661 • [email protected]
Deborah Endres • 724-493-4155 • [email protected]
Joyce Gallagher • 814-254-0589 • [email protected]
