Seeing It from the Other Side - WiHCA/WiCAL...techniques – Use objects and the environment –...
Transcript of Seeing It from the Other Side - WiHCA/WiCAL...techniques – Use objects and the environment –...
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Seeing Dementia from theOther Side of the Mirror
Appreciating What is Happening for thePerson with Dementia
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REALIZE …
• It Takes TWO to Tango…
or two to tangle…
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Being ‘right’ doesn’tnecessarily translate into agood outcome for both ofyou
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It’s the relationship that isMOST critical
NOT the outcome of anyone encounter
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What is it NOT…NORMAL Aging
• Slower to think
• Slower to do
• Hesitates more
• More likely to ‘lookbefore you leap’
• Know the person butnot the name
• Pause to find words
• Reminded of the past
• For you, its harder…
NOT Normal Aging
• Can’t think the same
• Can’t do like before
• Can’t get started
• Can’t seem to move on
• Doesn’t think it out at all
• Can’t place the person
• Words won’t come – evenlater
• Confused about pastversus now
• VERY DIFFERENT
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Alzheimer’sDisease
•Early - Young Onset•Normal Onset
VascularDementias(Multi-infarct)
Lewy BodyDementia
DEMENTIA
Other Dementias•Genetic syndromes•Metabolic pxs•ETOH related•Drugs/toxin exposure•White matter diseases•Mass effects•Depression(?) or OtherMental conditions•Infections – BBB cross•Parkinson’s
Fronto-TemporalLobeDementias
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What is Dementia?...
It is BOTH
• a chemical change in the brain
AND
• a structural change in the brain
• So…
Sometimes you can & sometimes you can’t
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PET Scan of 20-Year-Old Brain PET Scan of 80-Year-Old Brain
PET and Aging
ADEAR, 2003
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Positron Emission Tomography (PET)Alzheimer’s Disease Progression vs. Normal Brains
G. Small, UCLA School of Medicine.
NormalEarlyAlzheimer’s
LateAlzheimer’s Child
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Normal Brain Alzheimers Brain
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Brain atrophy• the brain actually
shrinks
• cells wither then die
• abilities are lost
• with Alzheimer’s area ofloss are fairlypredictable
• … as is the progression
• BUT the experience isindividual…
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Learning &MemoryCenter
HippocampusBIG CHANGE
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Memory Loss
• Losses– Immediate recall
– Attention to selected info
– Recent events
– Relationships
• Preserved abilities– Long ago memories
– Confabulation!
– Emotional memories
– Motor memories
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Understanding Language – BIG CHANGE
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Hearing Sound – Not Changed
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Understanding• Losses
– Can’t interpret words
– Misses some words
– Gets off target
• Preserved abilities
– Can get facialexpression
– Hears tone of voice
– Can get some non-verbals
– Learns how to cover
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Sensory StripMotor Strip
White MatterConnections
BIG CHANGES
Formal Speech &Language
CenterHUGE CHANGES
Automatic SpeechRhythm – Music
ExpletivesPRESERVED
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Sensory Changes
• Losses
– Awareness of body and position
– Ability to locate and express pain
– Awareness of feeling in most ofbody
• Preserved Abilities
– 4 areas can be sensitive
– Any of these areas can behypersensitive
– Need for sensation can becomeextreme
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Self-Care Changes
• Losses
– initiation &termination
– tool manipulation
– sequencing
• Preserved Abilities
– motions and actions
– the doing part
– cued activity
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Language• Losses
– Can’t find the right words
– Word Salad
– Vague language
– Single phrases
– Sounds & vocalizing
– Can’t make needs known
• Preserved abilities– singing
– automatic speech
– Swearing/sexwords/forbidden words
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ExecutiveControl Center
EmotionsBehaviorJudgmentReasoning
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Impulse & Emotional Control
• Losses
– becomes labile &extreme
– think it - say it
– want it - do it
– see it - use it
• Preserved
– desire to berespected
– desire to be in control
– regret after action
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Vision Center – BIG CHANGES
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Vision
• Losses– Edges of vision –
peripheral field– Depth perception– Object recognition
linked to purpose– SLOWER to process –
scanning & shiftingfocus
• Preserved– ‘see’ things in middle
field– Looking at… curious
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The Basics for Success…
• Be a Detective NOT a Judge
• Look, Listen, Offer, Think…
• Use Your Approach as a ScreeningTool
• Always use this sequence for CUES
– Visual - Show
– Verbal - Tell
– Physical – Touch
• Match your help to remaining abilities
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Some Basic Skills
• Positive Physical Approach
• Supportive Communication
• Consistent & Skill Sensitive Cues
– Visual, verbal, physical
• Hand Under Hand
– for connection
– for assistance
• Open and Willing Heart, Head & Hands
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First Connect – Then Do
• 1st – Visually
• 2nd – Verbally
• 3rd – Physically
• 4th – Emotionally
• 5th – Individually
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To Connect
Start with the
Positive Physical Approach
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Your Approach
• Use a consistent positive physicalapproach– pause at edge of public space
– gesture & greet by name
– offer your hand & make eye contact
– approach slowly within visual range
– shake hands & maintain hand-under-hand
– move to the side
– get to eye level & respect personal space
– wait for acknowledgement
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Supportive Communication
• Make a connection
– Offer your name – ”I’m (NAME) ”… “andyou are…”
– Offer a shared background – “I’m from(place) …and you’re from…”
– Offer a positive personal comment – “Youlook great in that ….” or “I love that coloron you…”
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Support to ‘Get it GOING!’
• Give SIMPLE & Short Info
• Offer concrete CHOICES
• Ask for HELP
• Ask the person to TRY
• Break the TASK DOWN to single stepsat a time
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Give SIMPLE INFO
• USE VISUAL combined VERBAL(gesture/point)– “It’s about time for… “– “Let’s go this way…”– “Here are your socks…”
• DON’T ask questions you DON’T want to hearthe answer to…
• Acknowledge the response/reaction to yourinfo…
• LIMIT your words – Keep it SIMPLE• WAIT!!!!
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Early Connections
• ID common interest
• Say something nice about the person or theirplace
• Share something about yourself andencourage the person to share back
• Follow their lead – listen actively
• Use some of their words to keep the flowgoing
• Remember its the FIRST TIME! – expectrepeats
• Use the phrase “Tell me ABOUT …”
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CONNECT
• Make an Emotional Connection
– Later in the disease
• Use props or objects
• Consider PARALLEL engagement at first– Look at the ‘thing’, be interested, share it over….
• Talk less, wait longer, take turns , COVER don’tconfront when you aren’t getting the words,enjoy the exchange
• Use automatic speech and social patterns tostart interactions
• Keep it short – Emphasize the VISUAL
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Do’s• Go with the FLOW
• Use SUPPORTIVE communicationtechniques– Use objects and the environment
– Give examples
– Use gestures and pointing
– Acknowledge & accept emotions
– Use empathy & Validation
– Use familiar phrases or known interests
– Respect ‘values’ and ‘beliefs’ – avoid the negative
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DON’Ts• Try to CONTROL the FLOW
– Give up reality orientation and BIG lies
– Do not correct errors
– Offer info if asked, monitoring theemotional state
• Try to STOP the FLOW
– Don’t reject topics
– Don’t try to distract UNTIL you are wellconnected
– Keep VISUAL cues positive
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To HelpWhen DISTRESSED
First - CONNECTThen - Use Supportive
CommunicationFinally – Move together to NEW
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To Communicate…
Be a Detective
NOTa Judge
• Try to figure out WHATis being communicated– Words– Thoughts– Actions– Needs– Beliefs
• DON’T assume orpresume
• DON’T discount mebecause of HOW Ideliver the message
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To Communicate & Figure ItOut…
• CONNECT– Visually
– Verbally
– Physically
– Emotionally
– Spiritually
• HOW?– PPA
– SupportiveCommunication
• SupportiveCommunication– Empathy
– Validation
– Exploration
– Acknowledgement
• Move Forward– New words
– New place
– New Activity/Focus
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Top TEN!Unmet Physical Needs
• Hungry or Thirsty
• Tired or Over-energized
• Elimination – needto/did
• Temperature – toohot/cold
• IN PAIN!!!– Mouth
– Joints - skeleton
– Insides – gut/heart/bowels
– Creases or folds
Unmet Emotional Needs
• Angry
• Sad
• Lonely
• Scared
• BORED
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To Connect EMOTIONALLY:• SEND visual signal of connection
– LOOK CONCERNED
• SEND a verbal signal of connection
– USE the RIGHT TONE OF VOICE
• SEND a physical signal of connection
– Give a light SQUEEZE or SANDWICH thehand
– Offer a OPEN PALM on Shoulder or Back
– Offer a HUG – IF the person is Seekingmore contact
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Use Supportive Strategies
• Repeat a few oftheir WORDS with a? at the end
• LISTEN…
• Then –
– Offer EMPATHY• “Sounds like…
• “Seems like…
• “Looks like…
• LISTEN…
• AVOIDConfrontationalQUESTIONS…
• Use just a FEWwords
• Go SLOW
• Use EXAMPLES…
• Fill in the BLANK…
• LISTEN!!!
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More Supportive Strategies…
• Validate emotions
– EARLY – reflect - “It’s really (label emotion) to have
this happen” or “I’m sorry this is happening to you”
– MIDWAY – repeat their words (withemotion)
• LISTEN for added INFO, IDEAS, THOUGHTS
• EXPLORE the new info BY WATCHING & LISTENING
– LATE – CHECK OUT the WHOLE Body –• Face, posture, movement, gestures, touching, looking
• Look for NEED under the words or actions
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Once Connected &Communicating…
• Move FORWARD
– ADD NewWords…
– Move to a NewPlace – Location
– Add a NEWActivity
• EARLY – Redirection
– Same subject
– Different focus
• LATER – Distraction
– Different subject
– Unrelated BUTenjoyed
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For ALL Efforts
• If what you are trying is NOT working…
• STOP
• Back off
• THINK IT THROUGH… THEN
• Re-approach –
• Try something slightly different
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So… What is Dementia?
• It changes everything over time
• It is NOT something the person cancontrol
• It is NOT always the same for everyperson
• It is NOT a mental illness
• It is real
• It is hard at times
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Gems Approach to Changes
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Rationale
• 3 systems – all use numbers
• Each has value – together confusing
• People are not numbers
• Until we begin to the see the beautyand value in what the person is at thispoint in time – we will never care forthem as we should
• Gems are precious and unique –common language and characteristics
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Gems
• Based on Allen Cognitive Levels –
– Cognitive Disability Theory – OT based
• Creates a common language & approach toproviding –
– Environmental support
– Caregiver support & cueing strategies
– Setting expectations regarding retained abilitiesand lost skills
– Promotes graded task modification for success
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Now for the GEMS…
• Sapphires
• Diamonds
• Emeralds
• Ambers
• Rubies
• Pearls
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Now for the GEMS…
Sapphires – True Blue – Slower BUT Fine
Diamonds – Repeats & Routines, Cutting
Emeralds – Going – Time Travel – Where?
Ambers – In the moment - Sensations
Rubies – Stop & Go – No Fine Control
Pearls – Hidden in a Shell - Immobile
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Dementia can be treated
• With knowledge
• With skill building
• With commitment
• With flexibility
• With practice
• With support
• With compassion