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presented by Jennifer Brush, MA, CCC/SLP
Financial: Jennifer Brush receives compensation from MedBridge for this course. She also receives royalties from published materials with Health Professions Press and is the owner of Brush Development Company.
Non-Financial: Jennifer Brush both works and volunteers for Association Montessori International.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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Jennifer Brush, MA, CCC/SLP
Jennifer Brush, MA, CCC/SLP is an award-winning Dementia Educator, author, and consultant. Passionate about enriching the lives of people with dementia, Jennifer is on a mission to put the focus of care on the person's preferences, interests, and abilities. With her 25 years of industry experience, including leading countless live national and international trainings, facilitating…
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1. Introduction
The course begins with an overview of some of the research that has been done in SR as well as the author's experiences with this evidence-based strategy.
2. Memory Review
Because SR is a behavioral intervention that can be used to help people compensate for memory loss, it is helpful to have a basic overview of some of the key elements that are central to understanding our complex memory system.
3. Why Does Spaced Retrieval Work?
Several theoretical components account for the success of SR, namely classical conditioning, priming, the spacing effect, and errorless learning.
4. Implementing Spaced Retrieval
This chapter walks you through each step of the Spaced Retrieval (SR) process. These recommendations have been compiled following careful consideration of how SR has been used in clinical practice and research.
5. Visual Aids
Visual cues and external memory aids can be combined with SR practice to facilitate learning and retention of information and physical tasks. A cue is a signal, situation, or piece of information that enhances a person’s ability to retrieve details not recalled spontaneously.
6. When to Modify the Technique
SR can be adapted to meet the needs of the person. This section discusses option for modifying the procedure when needed. Once SR has been initiated with a person with memory loss and the person is having consistent success for a few days at recalling the information, the rest of the care team should be informed of the person’s SR goals. SR works best when the entire care team works together to reinforce the information that has been taught and remembered.
7. Case Examples
This chapter includes case examples that illustrate the use of Spaced Retrieval (SR) in practice to address a diverse range of needs for people with memory loss.
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