Effects of spaced retrieval training with errorless learning in the rehabilitation of patients with dementia

Abstract

[Purpose] Among the non-pharmacological interventions for dementia, spaced retrieval training (SRT) is a good method for rehabilitating cognition. The purpose of this study was to examine effects of SRT with errorless learning (EL) in the rehabilitation of patients with dementia. [Subjects and Methods] Twenty-nine participants with vascular dementia (VD) and Alzheimer’s disease (AD) participated in the present study. The Korean version of the Consortium to Establish a Registry for Alzheimer’s disease (CERAD-K) and Modified Barthel Index (MBI) were performed to assess the changes in the neuropsychological performance and the independent activities of daily living after SRT with EL. All tests were administered both before and after SRT with EL. Each SRT with EL intervention was performed for 30 minutes per day for 5 weeks. SPSS for Windows version 18.0 was used for statistical analysis. [Results] All items of the CERAD-K score of the VD group except for constructional praxis increased significantly after the SRT with EL intervention, but no significant differences from the AD group were found. The Korean version of the geriatric depression scale (GDS-K) of the VD group increased significantly after the SRT with EL intervention. The mean MBI scores of each group showed no significant difference after the intervention. [Conclusion] SRT with EL is an effective intervention for memory training of patients with dementia. Future research using sufficient sample sizes will be needed to obtain strong evidence for comparing not only the before and after intervention data but also between the groups.

Differential effects of cognition-focused interventions for people with Alzheimer’s disease: A meta-analysis.

“…Sixty-six full-text articles were retrieved, of which 33 were excluded (see Figure 1). Reasons for exclusion were the inclusion of non-AD (Jang, Lee, & Yoo, 2015; Luttenberger, Hofner, & Graessel, 2012; Poon, Hui, Dai, Kwok, & Woo, 2005; Spector et al, 2003; Woods, Thorgrimsen, Spector, Royan, & Orrell, 2006; Zanetti et al, 1997), or mild cognitive impairment (MCI) participants (Gaitán et al, 2013; Loewenstein, Acevedo, Czaja, & Duara, 2004; Muñiz et al, 2015; Olazarán et al, 2004; Tappen & Hain, 2014), absence of diagnostic criteria (Duru Aşiret & Kapucu, 2016; Förster et al, 2011; Ishizaki et al, 2002; Sobel, 2001), a single-group design (Clare, Wilson, Carter, Roth, & Hodges, 2004; Tsantali & Economidis, 2014), the inclusion of multicomponent interventions (Kurz et al, 2012; Lee, Choi, Oh, Sohn, & Lee, 2016; Rabey et al, 2013), reanalyses of an included study (van Paasschen et al, 2013), retrospective design (Matsuzono et al, 2016; Tokuchi et al, 2016), absence of cognitive outcomes (Colucci, Musella, Finizio, Di Maggio, & Fasanaro, 2003; Lin, Cao, & Gao, 2015), or the reporting of a non-CFI (Vital et al, 2012). Authors could not be contacted for missing information in seven studies (Amieva et al, 2016; Beck, Heacock, Mercer, Thatcher, & Sparkman, 1988; Lalanne, Gallarda, & Piolino, 2015; Niu, Tan, Guan, Zhang, & Wang, 2010; Salotti, De Sanctis, Clementi, Fernandez Ferreira, & De Silvestris, 2013; Zanetti et al, 1995, 2001).…”

Comparison of internal cognitive training versus external cognitive training on mild cognitive impairment among elderly population

“…Discuss the number, what it is for, how often it is used, etc., and generate mnemonics (or associations) that can be used to assist recall. It also combines with cueing and spaced retrieval [22,23].…”

Estudos sobre a produção de discurso em idosos com Doença de Alzheimer em fase inicial

“…A maioria dos estudos implementa intervenções em que o intervalo entre as tentativas é aumentado gradativamente na medida em que o participante apresenta o desempenho esperando (e.g., 2s, 4s, 8s... 30 minutos). Caso haja erros, o pesquisador pode fazer a correção da palavra e o intervalo da tentativa seguinte retrocede ao último intervalo, anterior àquele em que ocorreu o erro (e.g., Jang et al, 2015). Outros estudos testaram os efeitos de intervalos regulares entre as tentativas (e.g., 10s, 10s, 10s...), em comparação com intervalos ajustados (crescentes) (e.g, Balota et al, 2006;Hawley, Cherry, Boudreaux, & Jackson, 2008;Hochhalter, Bakke, Holub, & Overmier, 2004).…”

“…A DA é uma condição orgânica que faz com que tarefas simples se tornem mais complexas, devido à degeneração do sistema nervoso que lesa áreas cerebrais responsáveis pela aprendizagem. Sabe-se que a recuperação total das áreas lesadas não é possível, o que faz com que o desenvolvimento de técnicas de reabilitação seja necessário para minimizar os danos e adiar o avanço da doença (Jang, et al, 2015;Kumar, Singh & Ekavali, 2015). Estudos que avancem neste sentido podem representar uma contribuição importante para a qualidade de vida de idosos com DA.…”

“…Assim, Landauer e Bjork (1978) expandiram essa ideia e propuseram um procedimento em que o indivíduo era exposto à oportunidade de emitir o desempenho que estava sendo ensinado, em tentativas sequenciais cujo intervalo deveria aumentar progressivamente. Camp (1989) adaptou essa técnica para o trabalho com idosos com demência e, na sequência, vários outros estudos foram desenvolvidos a fim de verificar a eficácia do SR na melhora de diferentes repertórios de pacientes com comprometimento cognitivo, em especial para a reabilitação de desempenhos que dependiam da memória em pacientes com DA (e.g., Cherry & Simmons-D'Gerolamo, 2005;Creighton, Van der Ploeg, & O-Connor, 2013;Fridriksson, Holland, Beeson, & Marrow, 2011;Jang, Lee, & Yoo, 2015;Kelly & O'Sullivan, 2015). De modo geral, o SR consiste em apresentar um estímulo visual (e.g., uma foto) juntamente com um estímulo verbal que tem alguma relação com aquele (e.g., um nome: "Celso").…”