Anchor  Yourself    to  Alzheimer’s  

   

     

               

 

   

Facilitator  Guide              

         

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 Slide  One:  

Provide  the  Participant  Guides  to  each  individual    Slide  Two:    

Learning  outcomes  can  be  found  on  pg.  4  of  guide                        

 

Facilitator  welcomes  the  group  and  explains  session  outcomes  and  objectives.      **Have  introductory  PowerPoint  slide  showing  as  the  group  arrives**    EXPLAIN:    

• That  this  workshop  is  to  increase  the  knowledge  that  individuals  have  with  regards  to  dementia  and  Alzheimer’s    

• Be  sure  to  make  it  clear  that  questions  and  comments  throughout  are  encouraged.    

           SHOW  SLIDE  2  &  EXPLAIN:    Today’s  session  aims  to  build  your  knowledge  on  these  key  factors:      

• Understanding  dementia  in  the  most  general  terms    

• Understanding  what  exactly  Alzheimer’s  disease  is  and  being  able  to  explain  how  it  stands  out  from  the  rest  of  the  mental  illnesses  

• Be  able  to  understand  the  facts  and  figures  about  the  current  disease.    

• Know  what  the  ten  signs  of  Alzheimer’s  are  and  how  to  determine  the  difference  between  Alzheimer’s  and  old  age  

• Know  what  the  risk  factors  are  and  the  diagnosis  process  that  people  must  go  through  

• Be  able  to  determine  whether  or  not  certain  statements  that  have  been  made  are  fact  or  myth  

               

ALZHEIMER’S AND YOU

!  Understand dementia in general terms !  Obtain the general information about Alzheimer's Disease !  Learn the facts & figures !  Understand the stages of Alzheimer’s !  Become knowledgeable on the 10 signs of Alzheimer’s !  Understand risk factors and diagnosis associated with

Alzheimer’s !  Understand the myths of Alzheimer’s Disease & how they are

proven incorrect

LEARNING OUTCOMES

         

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Slide  Three:  

 Brain  Basics  are  found  on  pg.  5  of  guide                                Slide  Four:  

   

SHOW  SLIDE  3:  • Tell  participants  that  the  guide  that  they  

were  given  will  be  used  as  a  tool  to  help  them  follow  along  with  the  presentation  and  that  they  are  more  than  welcome  to  open  them.    

ASK  Why  do  we  need  to  know  how  the  brain  generally  functions?    

• Discuss  responses    Key  Points:    

• The  brain  is  linked  to  our  behavior  which  includes  our  emotions,  how  we  feel,  and  why  we  do  certain  things.    

• The  brain  is  divided  into  different  parts  and  have  different  functions  and  responsibilities.  Messages  are  passed  between  our  body  and  our  brain  and  are  passed  by  chemicals  that  pass  these  messages  from  one  cell  to  another.      

ACTIVITY:  TELL  CLASS  TO  TURN  TO  PAGE  5  OF  THEIR  MANUAL  and  answer  the  first  question  the  best  that  they  can.    Question  1:  The  brain  is  divided  into  4  parts  (lobes)  can  you  name  them  and  explain  their  function?    Allow  them  to  take  a  few  minutes  to  and  let  them  know  that  the  answers  will  be  discussed  shortly.      SHOW  &  READ  SLIDE  4:    EXPLAIN  what  the  point  of  the  activity  is  and  ask  them  the  question  on  the  slide  to  help  them  think    ACTIVITY:  Ask  them  to  remain  on  the  same  page  in  their  manual  and  to  answer  the  last  question  on  the  page.  Let  them  know  that  it  will  be  discussed.                

! Our brain is directly linked to behaviors ! It is also divided into separate parts ! Chemical messages are passed between our body and our brain.

BRAIN BASICS

BRAIN BASICS: How Did I Get Here Today?

FOR THIS ACTIVITY: •  Take a moment to reflect on how you got here today.

Think about all of the activities and processes that you went through from waking up to walking out the door.

•  How did you plan to get here today? Did you need to

read a map? Did you research the venue at all? How did you go about signing up for this class?

         

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 Slide  Five:    

 Lobes  of  the  Brain  on  pg.  6  of  guide                                        Slide  Six:  

                     

LOBES OF THE BRAIN

http://2.bp.blogspot.com/-0ytUcP5Qytg/UYuFWvHLlwI/AAAAAAAAARo/-SOlv1-c_ns/s1600/brain.jpg

SHOW  SLIDE  5:    ENCOURAGE  THE  PARTICIPANTS  TO  TAKE  NOTES  ON  PAGE  6  OF  THEIR  MANUAL.    EXPLAIN:    That  the  brain  is  extremely  complex,  is  divided  into  different  parts  or  lobes  and  all  of  them  have  different  functions.        ASK:    Participants  to  read  the  purple  box  on  page  5  and  try  to  answer  the  questions  the  best  they  can,  by  taking  into  consideration  the  “How  did  I  get  here?”  activity.  Give  them  a  few  minutes  to  complete.    EXPLAIN:  During  this  last  activity  you  used  your:    FRONTAL  lobe  to  help  you  plan  and  organize  to  get  training  and  checks  that  you  are  behaving  properly.      Parietal-­‐to  help  you  sequence  events  to  enable  you  to  get  to  training    Temporal:  or  memory  center,  to  help  you  remember  that  the  training  was  on,  where  and  what  time  you  had  to  attend      Limbic  System-­‐to  sleep  properly  last  night,  alert  you  to  have  breakfast  and  to  worry  that  arrangements  work  out.      All  parts  of  the  brain  work  together  to  produce  coordinated,  purposeful  actions  and  behaviors.  The  brain  has  a  direct  link  to  our  actions  and  behaviors.      SHOW  SLIDE  6  &  EXPLAIN:      -­‐As  we  age  our  brain  ages  with  us  and  we  may  become  a  bit  more  confused    -­‐We  may  not  remember  things  as  quickly  or  as  accurately  and  we  may  lose  memory  slowly  but  not  enough  to  disrupt  our  lifestyle.      -­‐We  manage  life  with  lists  and  reminders  but  still  have  the  ability  to  develop  coping  strategies      

!  Brain ages as we age ! Memory may not be as good and we may not remember things

as quickly or accurately !  Still manage our lifestyle and have the ability to think up

strategies, for example, lists and reminders, etc. !  Confusion due to dementia or major cognitive function impairment is dif ferent and is LIFE-ALTERING

NORMAL HEALTHY AGING & CONFUSION

         

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Normal  healthy  aging  &  confusion  found  on  pg.  7  of  manual                            Slide  Seven:    

 Typical  Confusion  is  on  pg.  7  of  manual                                    

Factors that cause older people to become confused without having dementia: !  Increased sensory impairment or loss e.g. sight and/or

hearing !  Anxiety and/or depression !  Unfamiliar surroundings !  Grief or Loss (of significant person, role, ability or social

function) ! Medication-OTC, under the counter, mixing or changing !  Infection e.g. Urinary Tract Infection !  A full bladder, constipation, inconstancy !  Acute confusion-delirium

TYPICAL CONFUSION IN THE OLDER PERSON

-­‐Our  brain  becomes  a  bit  more  vulnerable  and  can  be  affected  easily  by  the  “flu”,  infections,  and  some  types  of  medication.      -­‐In  healthy  aging,  we  do  become  more  forgetful  but  it  does  not  affect  our  daily  living  activities  like  the  condition  of  dementia  does.  Conditions  such  as  dementia  or  a  major  cognitive  impairment  is  different.      -­‐IT  DISRUPTS  LIFESTYLES.      ASK:  Do  you  know  what  makes  older  people  confused  other  than  dementia?  &  DISCUSS.      SHOW  SLIDE  7  &  EXPLAIN:      ·  All  these  conditions  or  situations  can  result  in  an  older  people  being  confused.      ·  They  are  usually  temporary  and  can  be  treated  or  managed.  They  are  not  permanent.      ·  Sometimes  people  think  all  older  people  who  are  confused  have  the  condition  of  dementia.  This  is  not  true.      ·  So  never  assume  that  an  older  person  who  is  confused  has  the  condition  of  dementia.      ·  Check  to  see  if  their  hearing  aids  work,  their  glasses  are  clean  and  that  they  do  not  have  an  infection  (e.g.  urinary  tract  infection).      ASK  -­‐  If  these  conditions  can  make  an  older  person  temporarily  confused,  what  happens  to  a  person  who  does  have  a  disease  causing  the  condition  of  dementia?        ASK  -­‐  If  these  conditions  can  make  an  older  person  temporarily  confused,  what  happens  to  a  person  who  does  have  a  disease  causing  the  condition  of  dementia?      ·  Could  lead  to  twice  the  confusion  and  twice  the  frustration    ·  Never  assume  a  confused  older  person  ‘just  has  dementia’.      

         

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Slide  8:    

 What  is  Dementia?  is  on  pg.  8                Slide  9:  

 Alzheimer’s  Disease  is  on  pg.  9  of  manual                    

!  General term for a decline in mental ability severe enough to interfere with daily life.

!  Considered to be an umbrella term for a large group of illnesses

!  Brain slowly becomes damaged !  Can be caused by one illness or a mixture of illnesses !  Several dif ferent illnesses considered to be a form of

dementia !  No known cure

WHAT IS DEMENTIA?

! Definition: Most common type of dementia; accounting for 50-80% of dementia cases and causes problems with memory, thinking, and behavior.

! Early On-Set Alzheimer's: Individuals who are as young as 30 years old can be diagnosed with Alzheimer’s. This number continues to rise.

! Effects on the Brain ! Current Research

ALZHEIMER’S DISEASE

SHOW  SLIDE  8  &  EXPLAIN:    We  have  now  covered  the  basics  of  the  human  brain  so  we  are  going  to  move  into  the  next  section  about  what  dementia  is  and  how  it  affects  and  individual.  Please  flip  to  page  8  of  the  packet.    READ:  Definition:  Dementia  is  not  a  specific  disease.  The  term  describes  a  group  of  symptoms  affecting  thinking  and  social  abilities  severe  enough  to  interfere  with  daily  functioning.      What  happens  to  person:  A  person  with  dementia  will  progressively  lose  the  ability  to  remember,  to  think  and  to  deal  with  more  than  one  piece  of  information  at  a  time.  Typically  communication  becomes  lost,  relating  to  people  become  nearly  impossible,  and  they  lose  the  ability  to  care  for  themselves    ASK:  For  volunteers  to  read  and  explain  what  each  of  the  common  diseases  are  and  discuss  them.    SHOW  SLIDE  9  &  EXPLAIN:  Now  that  dementia  is  understood,  we  are  going  to  focus  on  Alzheimer’s  disease  and  all  of  the  criteria  that  goes  into  it.      READ:  Definition:    Alzheimer’s  disease  is  the  most  common  type  of  dementia,  accounting  for  50-­‐80%  of  dementia  cases  and  causes  problems  with  memory,  thinking,  and  behavior.  Alzheimer’s  is  a  progressive  disease  that  gradually  worsen  overtime  and  typically  effects  adults  who  are  65  years  of  age  and  older  but  early-­‐onset  Alzheimer’s  is  definitely  possible.      Early  On-­‐Set  Alzheimer’s:    Many  people  with  early-­‐onset  Alzheimer’s  are  in  their  40’s  and  50’s.  Typically  they  have  families,  careers,  or  are  even  caregivers  themselves  when  Alzheimer’s  strikes.  Typically,  health  care  providers  don’t  look  for  Alzheimer’s  disease  in  younger  people  and  getting  an  accurate  diagnosis  can  become  a  long  and  frustrating  process.        

         

    7  

                                       Slide  10:  

 Symptoms  &  Early  Detection  on  pg.  10  of  guide                          

Symptoms: !  Progress slowly and become worse over time ! May lose abilities to complete daily tasks

Early Detection: !  Get the maximum benefit from available treatments ! More time to plan for the future !  Help for you and loved ones

**IMPORTANT THAT PEOPLE UNDERSTAND THE DIFFERENCE BETWEEN ALZHEIMER’S & OLD AGE**

SYMPTOM AND EARLY DETECTION

How  the  brain  is  affected:  The  brain  has  100  billion  nerve  cells  (neurons).  Each  nerve  cell  connects  with  many  others  to  form  communication  networks.  To  do  their  work,  brain  cells  operate  like  tiny  factories.  They  receive  supplies,  generate  energy,  construct  equipment  and  get  rid  of  waste.  Cells  also  process  and  store  information  and  communicate  with  other  cells.  Keeping  everything  running  requires  coordination  as  well  as  large  amounts  of  fuel  and  oxygen.  Scientists  believe  Alzheimer's  disease  prevents  parts  of  a  cell's  factory  from  running  well.  They  are  not  sure  where  the  trouble  starts.  But  just  like  a  real  factory,  backups  and  breakdowns  in  one  system  cause  problems  in  other  areas.  As  damage  spreads,  cells  lose  their  ability  to  do  their  jobs  and,  eventually  die,  causing  irreversible  changes  in  the  brain.    POINT  OUT:  the  diagram  of  the  brain  and  the  differences  between  a  healthy  brain  and  a  brain  with  Alzheimer’s    SHOW  SLIDE  10  &  EXPLAIN:    Symptoms:  The  symptoms  of  Alzheimer’s  disease  progress  slowly  and  become  worse  over  time  until  it  becomes  so  severe  that  individuals  who  become  diagnosed  may  lose  their  ability  to  complete  daily  tasks,  communicate,  and  may  not  be  capable  of  living  on  their  own  anymore.      **TELL  CLASS  THAT  WE  WILL  GO  OVER  THE  SYMPTOMS/WARNING  SIGNS  MORE**    Early  Detection:    Will  allow  individuals  to  get  the  maximum  benefit  from  available  treatments,  have  more  time  to  plan  for  the  future,  and  get  the  help  that  is  necessary  for  you  or  your  loved  one.      EMPHASIZE:  that  is  it  important  that  people  become  aware  of    the  differences  between  alzheimer’s  and  old  age.        

         

    8  

Slide  11:    

 Top  10  Warning  Signs  is  on  pg.  11-­‐12  of  guide                          Slide  12:  

           

1.  Memory loss that disrupts daily life 2.  Challenges in planning or solving problems 3.  Difficulty completing familiar tasks at home, work, or

leisure 4.  Confusion with time or place 5.  Trouble understanding visual images and spatial

relationships 6.  New problems with words in speaking or writing 7.  Misplacing things and losing the ability to retrace steps 8.  Decreased or poor judgment 9.  Withdrawal from work or social activities 10.  Changes in mood and personality

TOP 10 WARNING SIGNS

1.  Sometimes forgetting names or appointments, but remembering them later

2.  Making occasional errors when balancing a checkbook 3.  Occasionally needing help to use the settings on a microwave

or to record a television show 4.  Getting confused about the day of the week but figuring it out

later 5.  Vision changes related to cataracts 6.  Sometimes having trouble finding the right word 7.  Misplacing things from time to time and retracing steps to find

them 8.  Making a bad decision once in awhile 9.  Sometimes feeling weary of work, family, and social

obligations 10.  Developing specific ways of doing things and becoming irritable

when a routine is disrupted.

CHECK YOUR ANSWERS: TOP 10 SIGNS & SYMPTOMS

SHOW  SLIDE  11  &    EXPLAIN:    The  Alzheimer’s  Association  has  come  up  with  ten  warning  signs  and  symptoms  of  Alzheimer’s  disease.      READ:  the  ten  signs  and  symptoms  as  they  are  presented  on  the  slide      ASK  participants  to  turn  to  page  11  of  their  manual  if  they  have  not  already  done  so.      ACTIVITY:  It  is  vital  that  people  understand  the  difference  between  Alzheimer’s  and  symptoms  of  old  age.  Ask  the  class  to  work  in  a  small  group  or  on  their  own  and  read  through  each  sign  and  symptom  with  their  explanations.  Ask  them  to  fill  in  the  answer  to  the  question:  “What’s  a  typical  age  related  change?”  to  test  their  understanding  of  the  differences.      Give  them  an  example  of  how  to  do  so  by  using  #1  and  explaining  that  Alzheimer’s  has  memory  loss  that  disrupts  daily  life  whereas  a  typical  age  related  change  would  be  sometimes  forgetting  names  of  people  they  have  just  met.      Let  them  know  that  the  answers  will  be  discussed  and  that  they  have  10  minutes  to  work.      SHOW  SLIDE  12  &  DISCUSS:    What  the  class  came  up  and  discuss  how  their  answers  may  be  right  or  wrong  compared  to  the  actual  answers  on  the  slide.      Be  sure  that  everybody  has  a  clear  understanding  of  each  one  of  the  symptoms        

         

    9  

Slide  13:  

   Slide  14:  

 Facts  &  Figures  located  on  pg.  13  of  guide    Slide  15:  

 Risk  Factors  on  pg.  16  of  guide  

Alzheimer's Association Facts & Figures

DISEASE FACTS AND FIGURES

 

FACTS AND FIGURES

More than 5 million Americans are living with the disease.

Every 67 seconds someone in the U.S. develops Alzheimer’s

Alzheimer’s disease is the 6th leading cause of death in the United States

There are approximately 500,000 people dying each year because they have Alzheimer’s

1 in 3 seniors dies with Alzheimer’s or another dementia

In 2013, 15.5 million caregivers provided an estimated 17.7 billion hours of unpaid care valued at more than $220 billion

NON-PREVENTABLE: !  Age !  Family History !  Genetics

INFLUENTIAL FACTORS: !  Head Trauma !  Heart-Head Connection !  General Health

RISK FACTORS

SHOW  SLIDE  13  &  CLICK:  on  the  hyperlink  that  is  connected  to  the  slide.      EXPLAIN  that  this  video  is  going  to  show  the  most  current  facts  and  data  that  the  government  has  about  Alzheimer’s  disease  in  the  U.S.                        SHOW  SLIDE  14  &  ASK:  the  class  to  turn  to  pg.  13  of  their  manuals  if  they  have  not  done  so  already  and  encourage  them  to  take  notes  from  the  slides  that  describe  the  6  quick  facts  of  Alzheimer’s    EXPLAIN  that  the  rates  of  Alzheimer’s  have  been  climbing  steadily  and  read  the  6  facts  that  are  located  on  the  slide.      TELL  class  that  on  pages  14  &  15  of  their  notes  packet  is  the  2014  Fact  Sheet  from  the  Alzheimer’s  Association.  Give  them  a  few  minutes  to  read  these  pages  on  their  own.          SHOW  SLIDE  15  &  EXPLAIN:  That  scientists  have  identified  factors  that  increase  the  risk  of  Alzheimer’s.  Many  of  them  cannot  be  changed  but  new  emerging  evidence  suggests  that  there  are  some  factors  that  can  influence.    EXPLAIN:    Age:  The  greatest  known  risk  factor  for  Alzheimer’s  is  advancing  age.  Most  individuals  who  get  the  disease  are  over  the  age  of  65  and  above.  When  individuals  turn  65,  the  likelihood  of  developing  Alzheimer’s  doubles  about  every  5  years  and  at  the  age  of  85,  the  risk  increases  to  about  50%.  There  is  still  no  answer  as  to  why  the  risk  rises  so  dramatically  as  we  grow  older.      

         

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Family  History:    Individuals  who  have  parents,  brothers,  or  sisters  are  more  likely  to  develop  the  disease.  Those  who  have  more  than  one  first  degree  relative  are  at  an  even  higher  risk.        Genetics:  Research  has  shown  that  when  it  comes  to  early  onset  Alzheimer’s,  mutations  on  certain  chromosomes  will  impact  diseases.  Children  whose  father  or  mother  carry  the  genetic  mutation  for  Alzheimer’s  has  a  50/50  shot  of  inheriting  the  mutation.  If  they  do  inherit  it,  they  are  extremely  likely  to  develop  the  disease.  Scientists  have  found  that  there  are  two  types  of  genes  that  can  play  a  role  in  affecting  whether  or  not  a  person  develops  a  disease.      Risk  genes  increase  the  likelihood  of  developing  a  disease  but  do  not  guarantee  that  it  will  happen.  Scientists  have  so  far  identified  several  risk  genes  and  the  one  with  the  biggest  influence  is  the  APOE-­‐4  which  may  result  in  20-­‐25%  of  Alzheimer’s  cases.    Deterministic  genes  cause  a  disease,  guaranteeing  that  anyone  who  inherits  them  will  develop  the  disorder.  Scientists  have  discovered  variations  that  directly  cause  Alzheimer’s  disease  in  the  genes  coding  three  proteins      Factors  that  you  may  be  able  to  influence:    Head  Trauma-­‐  Research  has  proven  that  after  several  head  injuries,  the  risk  of  developing  Alzheimer’s  increases  by  50%  compared  to  those  who  have  not  had  any  head  injuries  in  their  lives.  Those  who  have  had  traumatic  head  injuries  increase  their  risk  by  4.5  times.        Heart-­‐head  connection-­‐  Research  has  shown  that  brain  health  and  heart  health  are  very  much  related.  The  risk  of  developing  Alzheimer’s  is  greatly  increased  by  factors  such  as  high  blood  pressure,  heart  disease,  stroke,  diabetes  and  high  cholesterol.  It  is  important  to  keep  in  contact  with  your  doctor  about  factors  such  as  these.    the  community.      

         

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             Slide  16:  

 Diagnosis/Treatment  on  pg.  17  of  guide                          Slide  17:    

   

DIAGNOSIS: !  Alzheimer’s is diagnosed through a complete medical

assessment that must be completed by a certified medical professional.

!  Steps to a diagnosis !  Finding the right doctor

TREATMENT: !  Currently no cure for Alzheimer’s disease !  Some drugs & non-drug treatments are available to help with

both cognitive & behavioral symptoms but they are not highly effective and cannot prevent progression.

DIAGNOSIS/TREATMENT

General  health-­‐  In  relation  to  the  mind-­‐body  connection,  when  a  person  has  generally  good  health  physically,  their  overall  mental  health  is  going  to  be  positively  influenced  as  well.  It  is  important  to  maintain  a  healthy  lifestyle,  with  diet  and  exercise,  as  well  as  keeping  socially  active  with  individuals.    SHOW  SLIDE  16  &  EXPLAIN:  Steps  to  diagnosis:  Currently  there  is  no  single  test  that  can  show  whether  a  person  has  Alzheimer’s  disease.  Physicians  can  typically  determine  if  a  person  has  dementia  but  may  be  difficult  to  determine  the  exact  cause  which  may  become  rather  frustrating.  In  order  to  diagnosis  the  disease  a  medical  evaluation  must  be  conducted  which  includes:    

• A  thorough  medical  exam  • Mental  status  testing  • A  physical  and  neurological  exam    

Tests  (such  as  blood  tests  and  brain  imaging)  to  rule  out  other  causes  of  dementia-­‐like  symptoms    Find  the  right  doctor  for  you  and  be  sure  that  you  can  trust  this  person  and  feel  comfortable  contacting  them  for  any  reason  pertaining  to  the  illness.  Treatment:  With  Alzheimer’s  being  such  a  huge  issue  in  the  United  States,  some  may  assume  that  there  is  some  type  of  cure  but  that  is  not  the  case.  There  are  certain  treatment  options  that  may  slow  or  assist  in  the  behavioral  and  cognitive  symptoms  but  will  not  stop  the  progression.    Some  of  these  treatment  options  include:    

• Medication  for  memory  loss    • Social  &  Mental  treatment  for  behavioral  

changes  • Non-­‐Drug  recommendations  for  sleep  

changes      SHOW  SLIDE  17  &  EXPLAIN:  Activity:  Ask  class  to  turn  to  page  18  of  their  manual  and  explain  to  them  that  we  are  near  the  end  of  the  workshop.  Ask  them  to  please  read  through  these  statements  about  Alzheimer’s  and  try  to  determine  whether  or  not  they  are  real  or  fake.    Let  them  work  for  10  minutes.    EXPLAIN:  that  all  of  the  answers  are  on    Page  19        

Is it a Myth? Maybe a Fact? You Choose!

MYTHS ABOUT ALZHEIMER’S

         

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EDUCATE OTHERS. GET INVOLVED.

BE PART OF THE CURE.

LASTING WORDS… SHOW  SLIDE  18  &  EXPLAIN:    That  the  class  has  successfully  completed  the  workshop.  Leave  them  with  the  big  ideas  that  they  should  have  gotten  out  of  the  class  today:      -­‐Alzheimer’s    disease  is  NOT  a  normal  part  of  aging  -­‐Pay  special  attention  to  any  symptoms  that  may  be  progressing  and  get  screened.    Alzheimer’s  does  not  currently  have  a  cure  so  we  neeed  to  work  together  in  order  to  support  the  cause  and  find  a  cure.    Leave  them  with  the  final  words  of:    Educate  others,  get  involved,  be  part  of  the  cure.  Hopefully  this  will  keep  them  motivated  to  continue  to  work  towards  a  better  future  for  themselves  and  the  community.      Thank  the  class  once  more  for  their  participation  and  end  workshop.    

         

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Basic  Brain  Activities  Templates    In  order  to  understand  dementia,  we  must  first  understand  how  the  brain  works  under  normal  circumstances.      Basically…  

• Our  brain  is  linked  to  our  behaviors    • It  is  also  divided  into  separate  parts  • Chemical  messages  are  passed  between  our  body  and  our  brain  

   

What  do  you  already  know  about  how  the  brain  works?  Test  your  knowledge  by  answering  the  questions  below:      

   The  answers  will  be  revealed  shortly,  but  first,  your  facilitator  will  now  guide  you  through  an  activity  that  will  help  you  experience  your  brain  in  action.  Please  use  the  space  below  to  take  notes.    

The  brain  is  divided  into  4  separate  parts  (lobes)  can  you  name  them  and  what  their  function  is?  

What  did  I  have  to  do  to  get  here  today?  List  your  actions.  ‘  Hint:  Think  about  what  you  had  to  plan.  Did  you  have  to  drive  here?  Did  you  have  to  set  an  alarm  

clock  for  an  earlier  start,  etc.?  

         

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Lobes  of  the  Brain  Template:  The  Lobes  of  the  Brain  and  What  They  Do…                                        

Lets   analyze   the   task  you   just  did   in   the   last   activity.   It  will   give  you  an  understanding  of   some  of   the  functions  of  these  different  parts  of  the  brain.  

Different  parts  of  the  brain  have  different  functions,  but  all  have  to  work  together  to  produce  coordinated,  purposeful   ACTIONS   and   BEHAVIORS.   The   brain   has   a   direct   link   to   our   actions   and   behavior

Consider  the  “How  Did  I  Get  Here  Activity?”:    What  did  you  use  your  temporal  lobe  for?    

   

What  did  you  use  your  frontal  lobe  for?        

What  did  you  use  your  parietal  lobe  for?      

What  did  you  use  your  limbic  system  for?      

         

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Early  Signs  Activity  Template  10  Early  Signs  &  Symptoms  of  Alzheimer’s  Disease  1.  Memory  loss  that  disrupts  daily  life  One  of  the  most  common  signs  of  Alzheimer's  is  memory  loss,  especially  forgetting  recently  learned  information.  Others  include  forgetting  important  dates  or  events;  asking  for  the  same  information  over  and  over;  increasingly  needing  to  rely  on  memory  aids  (e.g.,  reminder  notes  or  electronic  devices)  or  family  members  for  things  they  used  to  handle  on  their  own.    What’s  a  typical  age  related  change?      2.  Challenges  in  planning  or  solving  problems  Some  people  may  experience  changes  in  their  ability  to  develop  and  follow  a  plan  or  work  with  numbers.  They  may  have  trouble  following  a  familiar  recipe  or  keeping  track  of  monthly  bills.  They  may  have  difficulty  concentrating  and  take  much  longer  to  do  things  than  they  did  before.    What’s  a  typical  age  related  change?        3.  Difficulty  completing  familiar  tasks  at  home,  at  work  or  at  leisure  People  with  Alzheimer's  often  find  it  hard  to  complete  daily  tasks.  Sometimes,  people  may  have  trouble  driving  to  a  familiar  location,  managing  a  budget  at  work  or  remembering  the  rules  of  a  favorite  game.    What’s  a  typical  age  related  change?        4.  Confusion  with  time  or  place  People  with  Alzheimer's  can  lose  track  of  dates,  seasons  and  the  passage  of  time.  They  may  have  trouble  understanding  something  if  it  is  not  happening  immediately.  Sometimes  they  may  forget  where  they  are  or  how  they  got  there.    What’s  a  typical  age  related  change?        5.  Trouble  understanding  visual  images  and  spatial  relationships  For  some  people,  having  vision  problems  is  a  sign  of  Alzheimer's.  They  may  have  difficulty  reading,  judging  distance  and  determining  color  or  contrast,  which  may  cause  problems  with  driving.    What’s  a  typical  age  related  change?        

         

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6.  New  problems  with  words  in  speaking  or  writing    People  with  Alzheimer's  may  have  trouble  following  or  joining  a  conversation.  They  may  stop  in  the  middle  of  a  conversation  and  have  no  idea  how  to  continue  or  they  may  repeat  themselves.  They  may  struggle  with  vocabulary,  have  problems  finding  the  right  word  or  call  things  by  the  wrong  name  (e.g.,  calling  a  "watch"  a  "hand-­‐clock").    What’s  a  typical  age  related  change?        7.  Misplacing  things  and  losing  the  ability  to  retrace  steps  A  person  with  Alzheimer's  disease  may  put  things  in  unusual  places.  They  may  lose  things  and  be  unable  to  go  back  over  their  steps  to  find  them  again.  Sometimes,  they  may  accuse  others  of  stealing.  This  may  occur  more  frequently  over  time.    What’s  a  typical  age  related  change?        8.    Decreased  or  poor  judgment  People  with  Alzheimer's  may  experience  changes  in  judgment  or  decision-­‐making.  For  example,  they  may  use  poor  judgment  when  dealing  with  money,  giving  large  amounts  to  telemarketers.  They  may  pay  less  attention  to  grooming  or  keeping  themselves  clean.    What’s  a  typical  age  related  change?        9.  Withdrawal  from  work  or  social  activities    A  person  with  Alzheimer's  may  start  to  remove  themselves  from  hobbies,  social  activities,  work  projects  or  sports.  They  may  have  trouble  keeping  up  with  a  favorite  sports  team  or  remembering  how  to  complete  a  favorite  hobby.  They  may  also  avoid  being  social  because  of  the  changes  they  have  experienced.    What’s  a  typical  age  related  change?        10.  Changes  in  mood  and  personality  The  mood  and  personalities  of  people  with  Alzheimer's  can  change.  They  can  become  confused,  suspicious,  depressed,  fearful  or  anxious.  They  may  be  easily  upset  at  home,  at  work,  with  friends  or  in  places  where  they  are  out  of  their  comfort  zone.    What’s  a  typical  age  related  change?    

         

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 Quick  Facts  and  Figures  Template:  Quick  Facts  about  Alzheimer’s    The  facts  will  be  presented  on  the  PowerPoint,  please  fill  in  the  following  boxes  with  the  statistics.                                        

   

                                         

   

 

         

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       Myth  or  Reality  Template:      1.  FREQUENT  MEMORY  LOSS  IS  A  NATURAL  PART  OF  GROWING  UP.  

MYTH  OR  REALITY?    2.  ALZHEIMER’S  DISEASE  IS  FATAL.    

MYTH  OR  REALITY?    3.  SILVER  DENTAL  FILLINGS  INCREASE  THE  RISK  OF  ALZHEIMER’S  DISEASE.  

MYTH  OR  REALITY?    

4.  PEOPLE  AS  YOUNG  AS  THIRTY  CAN  GET  ALZHEIMERS.    MYTH  OR  REALITY?  

 5.  DRINKING  OUT  OF  ALUMINUM  CANS  OR  COOKING  IN  ALUMINUM  POTS  AND  PANS  CAN  LEAD  TO  ALZHEIMERS  DISEASE.  

MYTH  OR  REALITY?    

6.  ASPARTAME  (ARTIFICIAL  SWEETENER)  CAUSES  MEMORY  LOSS.    MYTH  OR  REALITY?  

 7.  FLU  SHOTS  DO  NOT  INCREASE  THE  RISK  OF  ALZHEIMERS  DISEASE.  

MYTH  OR  REALITY?              

         

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We  would  just  like  to  thank  the  following  groups  for  allowing  us  to  use  your  information  and    implement  certain  aspect  of  your  activities  and  facts  into  our  own:    

 Aged  Care  Standards  &  Accreditation  Agency  LTD.    

 Alzheimer’s  Association