1. AHEAD Conference and Pepnet 2 Training Institute
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

2. Team Members: Hiram G. Andrews Center, Deputy Director Consultant
Dr. Greg Long
Northern Illinois University, Professor, School of Allied Health and Communicative Disorders
Jill Moriconi
Hiram G. Andrews Center, Deputy Director
Lori Hutchison
Consultant
Stacie Andrews
Hiram G. Andrews Center, Evaluation Supervisor
Deborah Endres
University of Pittsburgh, Cognitive Specialist
Ashley Locke
Functional Competency Program Coordinator
Joyce Gallagher
Sign Language Specialists of Western PA, Operations Manager
Jill

3. Hiram G. Andrews Center: Our Mission
Photo of aerial view of Andrews Center
To provide comprehensive rehabilitative, educational,
and life skill services in a focused environment
which results in employment and independence
for persons with disabilities.

4. 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
Jill

5. 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?
Lori

6. Cognitive Assessment and Intervention for the Deaf Project (CAID)
Involvement & ideas of many…
HGAC staff
University of Pittsburgh staff
Sign Language Specialists staff
Pepnet NE Outreach Specialist
Consultation with Dr. Peter Hauser, NTID
Consultation with Dr. Greg Long, Northern Illinois University
Jill

7. Consultation with Dr. Greg Long Northern Illinois University
General training with HGAC staff
Specific training with Evaluation staff
Conference calls with CAID team
Photo of Greg Long

8. Training by Cognitive Specialists
Counselors
Instructors
Interpreters
Education Coaches
Functional Competency Tutor
Field Staff
Other Center staff
Photo of staff giving a training to group of people

9. Vocational Evaluation Process
Standardized testing utilized
Certified interpreters provided
Test accommodations as needed
Photo of a woman giving a test to another

10. Vocational Evaluation Process
Review of background information
Program planning
Vocational assessment
Vocational exploration (including tryouts)
Photo of woman taking a test arranging colored tiles on a board while another woman looks on

11. 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.
Photo of a man and woman at a table looking at an open book

12. 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.
Jill

13. Cognitive Functional Assessment
The addition of a functional component enhances and improves the information we obtain regarding a person’s abilities.
Photo of woman wearing hairnet reaching for an item on a shelf. Shelves filled with various industrial size food cans and boxes.

14. Cognitive Functional Assessment
Workplace Demand
Observation of Abilities
Community Based Questionnaire
Students’ evaluation of abilities
Supervisor’s evaluation
Photo of health care worker taking a younger woman’s blood pressure

15. 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.
Lori
How do we determine if students’ issues were due to cognitive or communication difficulties?

16. 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.
Deb

17. 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
Deb

18. 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
Deb

19. Case Study
Deb

20. Referrals may be sent to the Admissions Office
Hiram G. Andrews Center
Referrals may be sent to the Admissions Office
727 Goucher St.
Johnstown, PA 15905
Visit us on the Web!
Jill

21. Contact Information
Jill Moriconi • •
Lori Hutchison • •
Deborah Endres • •
Joyce Gallagher • •
Jill