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Multidyad Memory Notebook Intervention for Very Mild Dementia: A Pilot Study

Department of Psychology, Washington State University, Pullman, Washington, schmitter-e @wsu.edu

Joni T. Howard, MS

Department of Psychology, Washington State University, Pullman, Washington

Shital P. Pavawalla, MS

Department of Psychology, Washington State University, Pullman, Washington

Lisa Howell, MS

Department of Psychology, Washington State University, Pullman, Washington

Alicia Rueda, MA

Department of Psychology, Washington State University, Pullman, Washington

This pilot study examines the efficacy of a group memory notebook intervention. Five individuals with very mild dementia and 4 spouses who served as coaches attended 14 group treatment sessions. Therapists use educational strategies and learning activities packets to teach memory notebook use. At posttreatment, coaches report fewer symptoms of depression, and participants with very mild dementia report greater confidence in ability to obtain support. Modified laboratory memory testing reveals that participants with dementia demonstrate improved posttreatment memory scores because of increased note-taking behavior and more frequent referencing of notes. Although more frequent everyday memory strategies use is reported at posttreatment, this does not translate into reports of fewer everyday memory failures or greater everyday independence for the participants with dementia. This study demonstrates that a multidyad group intervention can successfully be used to teach patients with very mild dementia to use a memory notebook, with beneficial effects for both members of the care dyad.

Key Words: cognitive rehabilitation • very mild dementia • dyad • group intervention • memory training • mild cognitive impairment

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