Improving Caregiver Education about Dementia Through the Science of Learning

Type: Undergraduate
Author(s): Michala Pollard Psychology
Advisor(s): Uma Tauber Psychology

Improving Caregiver Education about Dementia Through the Science of Learning
Michala Pollard, Emma Goffard, Ariana Elsden, Lesca Hadley, & Uma Tauber
Most (83%) of the care provided to people living with dementia (PLwD) is provided by informal caregivers such as family members or friends who are not paid for their assistance. Informal caregivers’ 18 billion hours of care is valued at $339.5 billion for 2022 alone (Alzheimer’s Association, 2024). Caregivers for PLwD often assist with complex medical tasks and manage challenging emotional and behavioral symptoms of dementia with limited formal training (e.g., Fortinsky & Hathaway, 1990; Penrod & Dellasega, 1998; Ringer et al., 2020). As the demand for caregiving increases, it is critical to understand how caregivers can best learn and retain essential information for managing ADRD care.
The goal of is project is to establish methods to improve caregiver education about the behavioral and psychological symptoms (BPSD) of dementia. Specifically, our educational intervention incorporates principles from the science of learning for structuring retrieval practice to optimize learning (e.g., Agarwal et al., 2021; Sumowski et al., 2010; Tse et al., 2010; Woods et al., 2021). We compared the structured retrieval practice intervention against an active control comparison to determine the degree to which structured retrieval practice enhances caregivers’ long-term retention of dementia care information.
Caregivers of PLwD were recruited from the community and underwent an online survey screening and video or in-person screening prior to study enrollment. Caregivers learned 4 modules on emotion and mood symptoms of dementia – agitation, irritation, apathy, and depression – via the learning intervention or active control (rereading). Caregivers took an immediate test of their knowledge approximately 10 minutes after study and after a 2-day delay. Our novel intervention significantly increased caregivers’ knowledge immediately, and their knowledge was maintained 2 days later at a significantly higher rate relative to the active control comparison.

Examining Support & Perceived Necessity of Trauma-Informed Care in Human Service Sectors

Type: Graduate
Author(s): Kayla Rabb Psychology
Advisor(s): Danica Knight Psychology

The Impact of Helicopter Parenting and Emerging Adults' Perceptions of Parental Conflict on their Romantic Relationships: The Mediating Role of Adult Attachment

Type: Graduate
Author(s): Whitney Sullivan Psychology Ava Burton Psychology Jasmine Durrant Psychology
Advisor(s): Naomi Ekas Psychology

• The Link Between Natural Mentoring and Resiliency in the Face of Adverse Experiences and Insecure Attachment

Type: Undergraduate
Author(s): Jessie Swartz Psychology Lillyan Shelley Psychology
Advisor(s): Danica Knight Psychology