Exercise and Volunteer Work: Contexts for AD Language and Memory Interventions

This article describes two novel contexts for language and memory stimulation in individuals with Alzheimer's disease (AD): student-supervised physical exercise and partnered volunteering at community agencies. Information presented is based on 5 years of the authors' experiences at the University of Arizona supervising student-administered interventions with mildly to moderately affected home-dwelling AD patients in the Volunteers in Partnership and Elder Rehab programs. The authors report significant mood and fitness improvements by program participants, as measured on direct testing as well as by caregiver perceptions regarding the relative benefits of the four program components. Finally, they advocate for greater use of nontraditional approaches and utilizing students and volunteers when working with persons who have AD.

KEYWORDS

Alzheimer's disease - dementia - interventions - physical exercise - volunteer work

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APPENDIX: ELDER REHAB PROGRAM: CAREGIVER EVALUATION

Date____Name____Relationship to program participant____

1. Do you live with program participant?____If not, how often do you see him or her?____

2. Please rate the exercise component of the program in terms of its benefit to participant.

• Harmful____No benefit____Some benefit____Much benefit____Very much benefit____

1. Please rate the volunteer work/community activity component of the program in terms of its benefit to your care recipient.

• Harmful____No benefit____Some benefit____Much benefit____Very much benefit____

1. Please rate the conversation stimulation component of the program in terms of its benefit to your care recipient.

• Harmful____No benefit____Some benefit____Much benefit____Very much benefit____

• If you believe the program was beneficial, what aspect(s) of your care recipient's life do you feel was/were enhanced by the program? Check all that apply. (2 checks if benefit substantial)

• Mood or morale?____Self-esteem?____Feelings of usefulness?____Energy level?____Feelings of connectedness to others?____Conversation quantity?____

• Conversation quality?____Taking of initiative in conversation (introducing topics, etc)____

• Memory?____Sense of humor?____Attitudes toward own health or pain?____

• Attitudes toward other people in general?____General quality of life?____

• Awareness of events?____Opportunities to socialize?____

• Other (Please specify)____

• Please rate the usefulness of your care recipient's student partner as a source of stimulation and companionship to your care recipient.

• ____Detrimental

• ____Not at all useful

• ____More useful than not useful

• ____Definitely useful

• ____Unable to judge

1. Please rate the value of the student as a source of support to you the caregiver.

• ____Source of stress, not support

• ____Not supportive to me

• ____More supportive than not supportive

• ____Definitely supportive

• ____Very supportive

• ____Unable to judge or not applicable

1. Please rate Dr. Arkin with reference to her supervision of the program.

• Poor____Fair____Good____Excellent____Outstanding____

• Open-ended Question 1

Please tell us in your own words what impact the program had on the life of your care recipient and on your job as a care provider. You may write on the back of this paper. Feel free to make suggestions for changes or improvements. (Continue on the back of this paper.)

Open Ended Question 2

Please give us your opinion generally on the students as potential sources of companionship, stimulation, and respite care to persons with Alzheimer's disease or other memory or language disorders. (Continue on the back of this paper.)

Signature of person completing this form Return to: Dr. Audrey Holland Dept. of Speech and Hearing Sciences University of Arizona Tucson, AZ 85721