Group external memory aid treatment for mild cognitive impairment

Abstract

ABSTRACT Background: Although individuals with mild cognitive impairment (MCI) often live independently, instruction on compensatory strategies could assist individuals with complex daily tasks. External memory aids (EMA) are evidence-based compensatory strategies that support cognitive communication impairments. Often EMAs are included within multi-strategy-based interventions; however, limited research has examined solely training several EMAs to individuals with mild memory impairments and the long-lasting outcomes. Aims: The aims of this study were to examine the effect of structured group EMA treatment for individuals with possible MCI on their: (1) functional use of EMAs to compensate for memory impairments compared to before treatment; (2) cognitive skills post-treatment; and (3) do these changes maintain for 6 weeks and 18 months following intervention. Methods & Procedures: The researchers employed an experimental pre-/post-group treatment design and collected 6-week and 18-month follow-up data. Six participants were divided into two groups. Participants completed 6 weekly group treatment sessions training three categories of EMAs. Group 1 began treatment immediately and Group 2 started treatment following the conclusion of treatment for Group 1. Outcomes and Results: Participants increased their functional EMA use following treatment on a Role Play Activity. Group mean scores on the Montreal Cognitive Assessment (Nasreddine et al., 2005) increased following treatment. Inconsistent retention of skills was documented for both functional EMA use and cognitive skills during follow-up assessment. Conclusions: With treatment, individuals with possible MCI learned to use EMAs during functional activities. Mixed results related to retention of skills indicated the potential importance of booster treatment to reinforce EMA use. Future research should aim to investigate additional methods to measure functional EMA use prior to and following intervention.