The Effects of Spaced Retrieval Combined With Errorless Learning in Institutionalized Elders With Dementia

2014 ◽  
Vol 28 (4) ◽  
pp. 333-339 ◽  
Author(s):  
Hua-Shan Wu ◽  
Li-Chan Lin ◽  
Shu-Chun Su ◽  
Shiao-Chi Wu
Keyword(s):  
Errorless Learning ◽  
Spaced Retrieval

Descriptive Analysis: Survey of Direct and Indirect Interventions for Persons With Dementia-Based Communication Disorders

2015 ◽  
Vol 25 (4) ◽  
pp. 125-141 ◽  
Author(s):  
Nancy Paul ◽  
Joni Mehrhoff
Keyword(s):  
Descriptive Analysis ◽  
Communication Disorders ◽  
Cognitive Stimulation ◽  
Overwhelming Majority ◽  
Barriers And Facilitators ◽  
Caregiver Training ◽  
Errorless Learning ◽  
Verbal Instruction ◽  
Spaced Retrieval ◽  
Indirect Technique

Results of a survey made available to SIG 2 and SIG 15 affiliates via the SIG listservs revealed information on direct and indirect interventions utilized for persons with dementia-based communication disorders. Fifty-eight practicing speech-language pathologists (SLPs) participated and reported using the following direct interventions most frequently: specific verbal instruction, cognitive stimulation, memory wallet, spaced retrieval, and errorless learning. The overwhelming majority of participants utilized caregiver training as the most frequent indirect technique. Barriers and facilitators to providing intervention for persons with dementia-related communication disorders were identified.

Memory Rehabilitation Techniques for People with Early-Stage Dementia

2004 ◽  
Vol 17 (2) ◽  
pp. 109-117 ◽  
Author(s):  
Linda Clare ◽  
Barbara A. Wilson
Keyword(s):  
Experimental Design ◽  
Early Stage ◽  
Single Case ◽  
Errorless Learning ◽  
Learning Paradigm ◽  
Spaced Retrieval ◽  
Optimal Balance ◽  
Memory Rehabilitation ◽  
Specific Learning ◽  
Effortful Processing

Summary: Errorless learning (EL) can be supported through a variety of specific learning methods, which may vary along other parameters including for example the degree of effortful processing required. In memory rehabilitation for people with early-stage Alzheimer's disease (AD), achieving the optimal balance between elimination of errors and active, effortful processing during learning is likely to be critical. This paper describes a comparison of four different errorless methods in a single case experimental design. The participant, who had a diagnosis of early-stage AD, attempted to relearn forgotten face-name associations using one of four methods: Spaced retrieval, mnemonic elaboration, cueing with increasing assistance, and cueing with decreasing assistance. Best results were achieved in the mnemonic and cueing with increasing assistance conditions, while cueing with decreasing assistance produced the least learning. It is suggested that, within an errorless learning paradigm, strategies requiring more effortful processing may produce superior gains compared to strategies relying on implicit or passive processing. This has important implications for clinical rehabilitation interventions for people with early-stage dementia.

Clinical Decision-Making for Stroke and Aphasia in the Older Adult

2009 ◽  
Vol 14 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Jacqueline Hinckley
Keyword(s):  
Executive Function ◽  
Cerebrovascular Disease ◽  
Cognitive Abilities ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Cognitive Profile ◽  
Focal Lesion ◽  
Cognitive Profiles ◽  
Supportive Communication ◽  
Spaced Retrieval

Abstract A patient with aphasia that is uncomplicated by other cognitive abilities will usually show a primary impairment of language. The frequency of additional cognitive impairments associated with cerebrovascular disease, multiple (silent or diagnosed) infarcts, or dementia increases with age and can complicate a single focal lesion that produces aphasia. The typical cognitive profiles of vascular dementia or dementia due to cerebrovascular disease may differ from the cognitive profile of patients with Alzheimer's dementia. In order to complete effective treatment selection, clinicians must know the cognitive profile of the patient and choose treatments accordingly. When attention, memory, and executive function are relatively preserved, strategy-based and conversation-based interventions provide the best choices to target personally relevant communication abilities. Examples of treatments in this category include PACE and Response Elaboration Training. When patients with aphasia have co-occurring episodic memory or executive function impairments, treatments that rely less on these abilities should be selected. Examples of treatments that fit these selection criteria include spaced retrieval and errorless learning. Finally, training caregivers in the use of supportive communication strategies is helpful to patients with aphasia, with or without additional cognitive complications.

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