Transcript Vocational Evaluations for the Deaf and Hard of Hearing at

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
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
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 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
Consultation with Dr. Greg Long
Northern 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 Office
727 Goucher St.
Johnstown, PA 15905
814-255-8200
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]