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36 (2003) 361–378
Abstract
The purpose of this study was to compare the effectiveness of two training approaches,
Spaced Retrieval (SR) and a modified Cueing Hierarchy (CH), for teaching persons with
dementia a strategy goal involving an external memory aid. Twenty-five persons with
dementia living in either community or nursing home settings received training on two
individual-specific strategy goals, one with each training approach. Results revealed that
significantly more goals were attained using SR procedures than CH, but that a majority of
participants learned to use external aids using both strategies. There were no significant
differences in the number of sessions required to master goals in either condition; however,
significantly more SR goals were maintained at both 1-week and 4-months post-training
compared to CH goals. Mental status was not significantly correlated with goal mastery,
suggesting the potential benefits of strategy training beyond the early stages of dementia.
Learning outcomes: As a result of this activity, the reader will be able to (1) identify
ways to enable persons with dementia to make effective use of external memory aids;
(2) describe a method, Spaced Retrieval, by which persons with dementia can learn and
*
Corresponding author. Tel.: þ1-850-644-2238; fax: þ1-850-644-8994.
E-mail address: Michelle.Bourgeois@comm.fsu.edu (M.S. Bourgeois).
0021-9924/$ – see front matter # 2003 Elsevier Inc. All rights reserved.
doi:10.1016/S0021-9924(03)00051-0
362 M.S. Bourgeois et al. / Journal of Communication Disorders 36 (2003) 361–378
retain information; and (3) describe two approaches to working with persons with dementia
to train a strategy learning goal.
# 2003 Elsevier Inc. All rights reserved.
Keywords: Dementia; External aids; Strategy learning; Cueing Hierarchy; Spaced Retrieval
1. Introduction
Memory wallets and memory books were first proposed for the memory
problems of persons with dementia who demonstrated relatively preserved and
effortless oral reading and fact retrieval abilities in the presence of written
sentence stimuli accompanied by relevant illustrations (Bourgeois, 1990).
M.S. Bourgeois et al. / Journal of Communication Disorders 36 (2003) 361–378 363
The conversations of persons using a memory book showed more factual and
elaborated statements and fewer ambiguous and repetitive utterances than con-
versations without an external aid. It was noted that persons did not require
training to use the memory book; changes in their conversational behavior were
evident immediately upon presentation of the book and a brief explanation of its
potential use. This suggested that the visual and written stimuli in the book served
as external sensory/environmental cues that did not require conscious cognitive
effort in order to trigger associated behavior (in this case, recognition of
personally relevant stimuli and retrieval from memory storage of related semantic
information). Repeated demonstrations of the effectiveness of memory books to
effect positive changes in the conversational behaviors of persons with a wide
range of severity of cognitive impairment support the use of external cues as
intervention in dementia (Bourgeois, 1992a).
Beyond conversational behavior, memory books have been shown to effect
changes in other memory-related problem behaviors, such as repetitive questions
and demands. Bourgeois et al. (1997) demonstrated decreased frequency of
repeated verbalizations when caregivers were trained to direct patients with
dementia to read a memory book page (or written message on a memo board
or index card) when they asked a question repeatedly. Caregivers expressed
satisfaction with both their ability to redirect the person to an external stimulus
that answered the question and the speed with which the person learned to use
this stimulus independently. Anecdotal reports of persons with dementia stopping
to read information on a memo board on the refrigerator as they paced, or asking
for their index card on which was written the day’s activities, suggest that
written cues can be effective as unconscious, sensory memory triggers, but that
persons with dementia can also learn to use these cues in a conscious, determined
manner.
Many types of external aids have been suggested to compensate for memory
loss, including cue cards, written schedules, diaries, log books, visitor sign-in
books, daily or weekly planners, and other calendars (Bourgeois, 2002;
Sohlberg & Mateer, 2001). Assistive devices such as timers, watch alarms,
medication/pill organizers, and vibrating signaling and electronic devices have
also supported daily functioning (Garrett & Yorkston, 1997; Hersch & Tread-
gold, 1994; Weinstein, 1991). Written cues in the form of signs and orientation
boards have long been used as cues (Hanley, 1981; Hanley & Lusty, 1984;
Zeisel, Hyde, & Shi, 1999). As potentially useful as these aids may seem, there
are many barriers that prevent their routine use and discourage clinicians from
incorporating them into standard practice. The most obvious problems are when
the client forgets that the external aid exists, forgets its location, or does not
use it at appropriate times. Clients may be dependent on others to prompt them
to look at or otherwise use the aid. Unless independent use of a compensatory
strategy, such as using an external memory aid, is possible, many clinicians
and families will not want to waste their time and efforts in creating such
aids.
364 M.S. Bourgeois et al. / Journal of Communication Disorders 36 (2003) 361–378
(for a review, see Patterson, 2001). Cueing hierarchies (CH), a systematic and
graded sequence of cues of increasing power, have guided the selection and
sequencing of cues in treatment protocols. Clinicians evaluate an individual’s
response to each cue type and design a unique training hierarchy based on the
relative strength or power of each cue to elicit the desired response. Bollinger and
Stout (1976) described this procedure as response-contingent small-step treat-
ment that can be accomplished in an ascending or descending sequence in order to
elicit the desired response with the least powerful cue. In her review of CHs in
word retrieval studies, Patterson (2001) found two common ways to implement
this technique: traditional CHs using descending and ascending movement and
modified CHs using descending cues only. To date, there have been no published
accounts of applying the cueing hierarchy training approach to targeted treatment
goals for persons with dementia.
The purpose of this study was to compare the efficacy of two training
approaches, SR and a modified CH, for teaching persons with dementia to use
an external memory aid for a specific purpose. We were interested in addressing a
number of questions salient to practicing clinicians: Are there differences in the
mastery of strategy learning goals trained with SR and CH procedures? Are goals
mastered within fewer sessions or with fewer trials in either condition? Does goal
mastery and/or maintenance differ as a function of training procedure? Is there a
relationship between cognitive status and goal mastery in either condition?
2. Methods
2.1. Participants
Twenty-five individuals with dementia were recruited from long-term care and
adult day care facilities in Beachwood, Ohio, and Tallahassee, Florida. Seven
participants were assessed and trained in Ohio; 18 were trained in Florida. Single
training sites in each were used. Twenty-four percent of the sample was trained in
a quiet room in a nursing home; 28% were assisted living residents; and 48% of
participants attended adult day care. The participants were drawn from a larger
study of goal attainment in speech pathology involving additional goals, including
fact retrieval (Bourgeois et al., 2001; Camp et al., 2001). Table 1 presents des-
criptive data on age, gender, race, educational attainment, and dementia diagnosis
found in the medical records of these participants, each of whom received training
on two strategy learning goals.
2.2. Trainers
Table 1
Participant characteristics (N ¼ 25)
Mean (S.D.)
2.3. Procedures
Table 2
Frequency and types of goals and external aids
SR CH
Boston Naming Test (Fastenau, Denberg, & Mauer, 1998). Descriptive data on
various cognitive and language measures for participants may be found in Table 1.
Program staff and family were interviewed to identify a comprehensive list of
problem behaviors for potential remediation. Research staff, consisting of project
clinicians and student clinicians at each site, met to prioritize identified problem
behaviors, select goals, and assign goals to SR and CH procedures. Verbal prompts,
external aids, and other cues were selected for each goal according to the assigned
strategy. Table 2 lists the frequency and types of strategy goals and externals aids
used by participants in both training conditions for this analysis. External aids were
developed by clinicians for each individual client and goal and ranged from
memory books, reminder cards, activity lists, and ADL task analyses, to name tags
and other visual/physical objects in the environment (e.g., call button, sweater,
plant). Most external aids included written text in the form of words, phrases or
short sentences; the results of the Oral Reading Test (Bourgeois, 1992b) guided
clinician selection of the appropriate font size for each client’s external aid.
Appendix A provides examples of a variety of external aids used in this study.
2.3.3. SR training
Using the SR data sheet to record responses (see Appendix B), clinicians
initiated training with an introduction to the goal and procedures: ‘‘I understand
that sometimes you have trouble remembering what activities there are to do
here. If you want to know what activity you should do today, you can look at
this list of activities. What can you do to know what activity you should do?’’
M.S. Bourgeois et al. / Journal of Communication Disorders 36 (2003) 361–378 369
Expected response: ‘‘I look at my activity list.’’ If the correct response was given
immediately, the clinician replied, ‘‘That’s right. And I’ll be asking you to
remember that in a little while,’’ and continued to talk about an unrelated topic
for the designated interval (i.e., 30 s, 1 and 2 min, etc.). The clinician continued to
prompt the client at increasing intervals as long as the correct response was given
immediately. If the client did not respond or responded incorrectly, the clinician
modeled the correct response for the client to imitate, and the next prompt was
given after an interval of the length of the last successful response. Prompted trials
continued for the 30-min session. As the interval between prompts became longer
(i.e., 4 and 8 min, etc.), the clinician used this time for training other goals
unrelated to the SR target goal or for engaging the client in activities designed to
maintain the client’s interest. For example, these might have included activities
such as category sorting based on Montessori educational principles and adapted
to enable active engagement with persons with dementia (Brush & Camp, 1999).
The goal was mastered when the correct response was given to the first prompt of
the next three sessions, with a minimum of a 24-h interval between each of them.
2.4. CH training
Using the CH data sheet to record responses (see Appendix C), clinicians
initiated training with the same introduction and expected response as in SR
training above, but if the client did not respond immediately or responded
incorrectly, the clinician provided a hierarchy of cues in the following order until
the targeted response was obtained: Semantic (‘‘Something to look at’’), Phonemic
(‘‘/qk/’’ first syllable of Activity List), Visual (point to list), Tactile (touch/hold list),
Imitation (‘‘I look at my activity list.’’). Training continued for the 30-min session
and the goal was considered mastered when the correct response was given to the
first prompt of the next three sessions, a minimum 24-h interval between each
session. The average number of cues given for CH goals varied across cue type.
These were: M ¼ 21 (S:D: ¼ 22) for semantic cues, M ¼ 6 (S:D: ¼ 14) for
phonemic cues, M ¼ 17 (S:D: ¼ 19) for visual cues, M ¼ 2 (S:D: ¼ 5) for tactile
cues, and M ¼ 3 (S:D: ¼ 4) for imitation cues. (Note that cues were not given
during SR training.)
2.4.1. Maintenance
One week and four months post-goal mastery participants were given the goal
prompt to assess goal maintenance. Clinicians insured ahead of time that the
relevant external aid was available and present prior to providing the verbal prompt.
3. Results
Table 3
Goal outcomes by type of training
SR CH
3.2. Are goals mastered within fewer sessions or with fewer trials
in either condition?
different. Thus, when a goal was mastered, the number of sessions and trials
across sessions required to do so was not affected by the use of SR versus CH.
4. Discussion
The comparison of two training approaches, SR and CH, to teach strategy goals
involving an external memory aid demonstrated one primary and clear outcome;
that persons with dementia can indeed acquire new information using both SR and
CH procedures. The majority of our sample mastered both goals involving the use
of external aids and required approximately the same number of training sessions
to do so. While these findings corroborate earlier studies showing that SR can be
used to train persons with dementia to use strategies involving external aids, to our
knowledge, there have been no published accounts of teaching strategy use with
CH in dementia.
372 M.S. Bourgeois et al. / Journal of Communication Disorders 36 (2003) 361–378
The use of SR as the training method showed some advantage over CH in terms
of goal mastery. Persons with dementia demonstrated the ability to master goals,
indicating that the training is effective. The fact that some goals involving use of
external aids can be maintained in persons with dementia 4 months after the end of
SR treatment without attempts to implement ‘‘booster’’ sessions or other similar
intermediate interventions is also encouraging. Assessment of long-term goal
maintenance was hampered by the small number left in the sample at the 4-month
post-test, however, and it is possible that periodic booster training sessions could
improve the long-term retention rate even more. Camp et al. (1996a, 1996b)
reported that persons with AD trained in the use of an external memory aid (a
calendar used to keep appointments and do activities each day) could effectively
continue to use the aid in spite of declining mental status, evidenced by declines in
MMSE scores over time. Furthermore, they reported some evidence of main-
tenance of the strategy at 6-month follow-ups. In exploratory research with HIVþ
older adults displaying cognitive deficits, including dementia, Neundorfer et al.
(2002) found substantial retention of correct responses to prompts 2 months after
SR treatment. As these studies employed different lengths of time for measuring
long-term outcomes, perhaps some thought should be given to determining which
is most clinically meaningful. Clearly, more research is also needed to determine
means for optimizing maintenance (e.g., how and when to administer ‘‘booster’’
sessions).
Finally, our results clearly demonstrate that external aids can be successfully
utilized by persons with dementia if strategy training in the use of such aids is
included in the training regimen. In other words, in persons with cognitive
impairment, it is not enough just to provide aids such as pill organizers and
expect that these aids will be used appropriately. This has important implications.
For example, given that many HIVþ older adults exhibit executive dysfunction
and/or memory deficits, their complex medication regimens for treatment of HIV
pose a severe challenge to their compromised cognitive systems. When adherence
to appropriate medication regimens is sporadic, it can result in the development of
drug-resistant strains of HIV. In addition, these persons may have difficulties in
planning, problem solving, and abstract thinking, and may therefore be likely to
engage in unsafe behaviors. In this situation, successful use of external aids that
result in adherence to drug regimens could help prevent the development of drug-
resistant strains of a disease such as HIV from entering into the general
population. Initial findings indicate that SR has promise as a means of teaching
these persons strategies to successfully use aids that allow better adherence to
their medical regimens (Lee & Camp, 2001; Neundorfer et al., 2002).
These findings justify the contention that persons with dementia have the
potential to benefit from rehabilitation services. Our examination of the correla-
tion between MMSE scores and the two primary outcomes revealed that, across a
relatively wide range of MMSE scores, mental status did not correlate with
measures related to the ability to benefit from treatment. The idea that rehabilita-
tion for persons with dementia is only effective in early stages of dementia is also
M.S. Bourgeois et al. / Journal of Communication Disorders 36 (2003) 361–378 373
not supported by our data. This outcome parallels similar outcomes in persons
with AD regarding the relationship of MMSE scores and other intervention
outcomes using SR (Camp et al., 1996a, 1996b).
Therefore, we see a continuing and growing need for rehabilitation profes-
sionals to become involved in training persons with dementia and other cognitive
impairments to use external aids successfully. It is our hope that results from our
initial studies, and research to follow, will begin to provide tools that will enable
this vision to be realized.
Acknowledgments
This study was funded by a grant from the National Institute on Aging to
Menorah Park Center for Senior Living (R01 AG17908 to C. Camp, PI). We wish
to thank the clients, families, residents, and administrators of Menorah Park
Center for Senior Living, the Tallahassee Memorial HealthCare Adult Day Care
program, and Alterra Memory Care residence; and the student clinicians from
Florida State University for participating in this study.
Goal: Use Nametag to say person’s name Goal: Look at list of activities
2. Spaced Retrieval
a. Requires the client to successfully recall information over increasingly
longer periods of time
b. Is successful as a training technique when the client is encouraged to
use a variety of cues to prompt the target behavior
c. Improves a person’s declarative memory
3. The Cueing Hierarchy strategy
a. Allows the client to use a variety of cues to elicit the target goal
b. Has primarily been used in prior training studies with persons with
dementia to teach strategies
c. Is less structured and more natural than Spaced Retrieval
4. In SR training the client
a. Is prompted to remember the expected response using a variety of cues
b. Is considered to have mastered the task at the end of a successful
training session
c. Should experience ‘‘errorless’’ learning and end each trial with a
correct recall
5. Participants in this study
a. Required significantly fewer sessions to achieve goal mastery using SR
b. Mastered significantly more goals using SR than CH
c. Required significantly fewer trials across sessions to achieve goal
mastery in CH
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