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Spaced Retrieval for Memory Loss Part 1: Screenings, Development, and Support

presented by Jeanette E. Benigas, PhD, SLP

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Disclosure Statement:

Financial: Jeanette Benigas receives compensation from MedBridge for this course. She also receives royalty payments from Health Professions Press for the publication of the book Spaced Retrieval Step by Step: An Evidence-Based Memory Intervention.

Nonfinancial: Jeanette Benigas has no competing nonfinancial interests or relationships with regard to the content presented in this course.

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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Video Runtime: 31 Minutes, Learning Assessments: 30 Minutes

Speech-language pathologists and occupational therapists often lack evidence-based interventions that assist people with memory impairment to compensate for their loss. More specifically, helping people with dementia can be challenging and can sometimes leave a clinician feeling like nothing can be done at all. Thankfully, spaced retrieval and its theoretical underpinnings have been researched and proven superior for improving memory for new or previously known information for more than 200 years. The keys are to understand why and how the modality works, set up the treatment correctly, and remain consistent with delivery. At times, the modality can be too difficult or too easy for patients, but the flexibility of spaced retrieval also offers proven changes to improve outcomes. In Part 1 of this series, clinicians will gain understanding of why spaced retrieval works based on the physiology of memory. They will learn how to identify those who will benefit from the intervention through a screening and will understand how to set the intervention up for success through demonstrations and form examples to assist with learning and implementation.

Meet Your Instructor

Jeanette E. Benigas, PhD, SLP

Jeanette E. Benigas is the owner of Safe Swallowing Diagnostics, a mobile FEES company serving eastern Ohio and western Pennsylvania. Her extensive clinical experience has included work with adults in acute care, inpatient rehabilitation, post-acute rehabilitation, long-term care, home health, and outpatient settings. Benigas's research interests include improving the quality of life for persons with…

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Chapters & Learning Objectives

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1. Theoretical Components of Spaced Retrieval

This chapter will help the clinician understand the theoretical underpinnings of spaced retrieval. Discussion of how these theoretical underpinnings combat memory challenges posed by dementia or how they take advantage of preserved function allow for a deeper appreciation of why the intervention works for people with dementia.

2. Identifying Needs and Desires

This chapter will help the clinician recognize how to identify the needs or desires of people with dementia. Discussion of consideration for support, patient behaviors, and gaining care partner insight will help the clinician determine what to address with spaced retrieval. Identification of needs and desires is paramount to development of a person-centered plan of care. This chapter includes memory goal examples addressing safety, ADLs, orientation and wayfinding, details, and information.

3. Conducting the Spaced Retrieval Screening

In this chapter, clinicians will learn to conduct the spaced retrieval screening and reading screenings, which are useful in helping to identify appropriate candidates for the intervention and identify reading and comprehension ability for the use of visual aids. Demonstration examples and forms for clinical use are provided.

4. Developing a Lead Question and Target Response

This chapter helps the clinician understand how to develop a lead question and response based on the identified need or desire to use during the therapy session. Setting these up correctly is one of the more important parts of finding success with spaced retrieval. Relevant examples are provided for use in your own clinical practice.

5. Creating a Continuous Visual Cue to Support Learning

This chapter describes how to create a continuous visual cue for use within the practice sessions to enhance patient learning outcomes. Use of a continuous visual cue was not included in early spaced retrieval research, but more recent studies show use of one will help increase the rate of learning and retention. Picture examples of continuous visual cues used in therapy sessions are shown.

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