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The CAID Program

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

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The CAID Program

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  1. 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: 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

  3. 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.

  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

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

  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

  7. Consultation with Dr. Greg LongNorthern Illinois University General training with HGAC staff Specific training with Evaluation staff Conference calls with CAID team

  8. Training by Cognitive Specialists Counselors Instructors Interpreters Education Coaches Functional Competency Tutor Field Staff Other Center staff

  9. Vocational Evaluation Process • Standardized testing utilized • Certified interpreters provided • Test accommodations as needed

  10. Vocational Evaluation Process Review of background information Program planning Vocational assessment Vocational exploration (including tryouts)

  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.

  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.

  13. Cognitive Functional Assessment The addition of a functional component enhances and improves the information we obtain regarding a person’s abilities.

  14. Workplace Demand • Observation of Abilities • Community Based Questionnaire • Students’ evaluation of abilities • Supervisor’s evaluation Cognitive Functional Assessment

  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. 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.

  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

  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

  19. Case Study

  20. 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

  21. 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

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