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

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

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.

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

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

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

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

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

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

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

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

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

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.

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

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?

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

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

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

Case Study Deb

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 814-255-8200 Visit us on the Web! www.hgac.org Jill

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 Jill