Errorless learning of everyday tasks in people with dementia
Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Ni...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
de Werd MME [verfasserIn] Boelen D [verfasserIn] Olde Rikkert MGM [verfasserIn] Kessels RPC [verfasserIn] |
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E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2013 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Clinical Interventions in Aging - Dove Medical Press, 2009, (2013), Seite 1177-1190 |
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| Übergeordnetes Werk: |
year:2013 ; pages:1177-1190 |
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| 520 | |a Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Nijmegen, 3Rehabilitation Medical Centre, Groot Klimmendaal, Arnhem, 4Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, 5VieCuri Hospital, Department of Medical Psychology, Venlo, the Netherlands Abstract: Errorless learning (EL) is a principle used to teach new information or skills to people with cognitive impairment. In people with dementia, EL principles have mostly been studied in laboratory tasks that have little practical relevance for the participants concerned, yet show positive effects. This is the first paper to exclusively review the literature concerning the effects of EL on the performance of useful everyday tasks in people with dementia. The role of factors such as type of dementia, type of task, training intensity, EL elements, outcome measures, quality of experimental design, and follow-up are discussed. The results indicate that, compared with errorful learning (EF) or no treatment, EL is more effective in teaching adults with dementia a variety of meaningful daily tasks or skills, with gains being generally maintained at follow-up. The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. Keywords: dementia, implicit learning, occupational therapy, errorless learning, review, everyday activities | ||
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(DE-627)DOAJ059778849 (DE-599)DOAJf061edfd16d94a54a9230743cdd62d74 DE-627 ger DE-627 rakwb eng RC952-954.6 de Werd MME verfasserin aut Errorless learning of everyday tasks in people with dementia 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Nijmegen, 3Rehabilitation Medical Centre, Groot Klimmendaal, Arnhem, 4Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, 5VieCuri Hospital, Department of Medical Psychology, Venlo, the Netherlands Abstract: Errorless learning (EL) is a principle used to teach new information or skills to people with cognitive impairment. In people with dementia, EL principles have mostly been studied in laboratory tasks that have little practical relevance for the participants concerned, yet show positive effects. This is the first paper to exclusively review the literature concerning the effects of EL on the performance of useful everyday tasks in people with dementia. The role of factors such as type of dementia, type of task, training intensity, EL elements, outcome measures, quality of experimental design, and follow-up are discussed. The results indicate that, compared with errorful learning (EF) or no treatment, EL is more effective in teaching adults with dementia a variety of meaningful daily tasks or skills, with gains being generally maintained at follow-up. The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. Keywords: dementia, implicit learning, occupational therapy, errorless learning, review, everyday activities dementia implicit learning occupational therapy errorless learning review everyday activities Geriatrics Boelen D verfasserin aut Olde Rikkert MGM verfasserin aut Kessels RPC verfasserin aut In Clinical Interventions in Aging Dove Medical Press, 2009 (2013), Seite 1177-1190 (DE-627)504104365 (DE-600)2212420-2 11781998 nnns year:2013 pages:1177-1190 https://doaj.org/article/f061edfd16d94a54a9230743cdd62d74 kostenfrei https://www.dovepress.com/errorless-learning-of-everyday-tasks-in-people-with-dementia-peer-reviewed-article-CIA kostenfrei https://doaj.org/toc/1178-1998 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2013 1177-1190 |
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(DE-627)DOAJ059778849 (DE-599)DOAJf061edfd16d94a54a9230743cdd62d74 DE-627 ger DE-627 rakwb eng RC952-954.6 de Werd MME verfasserin aut Errorless learning of everyday tasks in people with dementia 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Nijmegen, 3Rehabilitation Medical Centre, Groot Klimmendaal, Arnhem, 4Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, 5VieCuri Hospital, Department of Medical Psychology, Venlo, the Netherlands Abstract: Errorless learning (EL) is a principle used to teach new information or skills to people with cognitive impairment. In people with dementia, EL principles have mostly been studied in laboratory tasks that have little practical relevance for the participants concerned, yet show positive effects. This is the first paper to exclusively review the literature concerning the effects of EL on the performance of useful everyday tasks in people with dementia. The role of factors such as type of dementia, type of task, training intensity, EL elements, outcome measures, quality of experimental design, and follow-up are discussed. The results indicate that, compared with errorful learning (EF) or no treatment, EL is more effective in teaching adults with dementia a variety of meaningful daily tasks or skills, with gains being generally maintained at follow-up. The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. Keywords: dementia, implicit learning, occupational therapy, errorless learning, review, everyday activities dementia implicit learning occupational therapy errorless learning review everyday activities Geriatrics Boelen D verfasserin aut Olde Rikkert MGM verfasserin aut Kessels RPC verfasserin aut In Clinical Interventions in Aging Dove Medical Press, 2009 (2013), Seite 1177-1190 (DE-627)504104365 (DE-600)2212420-2 11781998 nnns year:2013 pages:1177-1190 https://doaj.org/article/f061edfd16d94a54a9230743cdd62d74 kostenfrei https://www.dovepress.com/errorless-learning-of-everyday-tasks-in-people-with-dementia-peer-reviewed-article-CIA kostenfrei https://doaj.org/toc/1178-1998 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2013 1177-1190 |
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(DE-627)DOAJ059778849 (DE-599)DOAJf061edfd16d94a54a9230743cdd62d74 DE-627 ger DE-627 rakwb eng RC952-954.6 de Werd MME verfasserin aut Errorless learning of everyday tasks in people with dementia 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Nijmegen, 3Rehabilitation Medical Centre, Groot Klimmendaal, Arnhem, 4Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, 5VieCuri Hospital, Department of Medical Psychology, Venlo, the Netherlands Abstract: Errorless learning (EL) is a principle used to teach new information or skills to people with cognitive impairment. In people with dementia, EL principles have mostly been studied in laboratory tasks that have little practical relevance for the participants concerned, yet show positive effects. This is the first paper to exclusively review the literature concerning the effects of EL on the performance of useful everyday tasks in people with dementia. The role of factors such as type of dementia, type of task, training intensity, EL elements, outcome measures, quality of experimental design, and follow-up are discussed. The results indicate that, compared with errorful learning (EF) or no treatment, EL is more effective in teaching adults with dementia a variety of meaningful daily tasks or skills, with gains being generally maintained at follow-up. The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. Keywords: dementia, implicit learning, occupational therapy, errorless learning, review, everyday activities dementia implicit learning occupational therapy errorless learning review everyday activities Geriatrics Boelen D verfasserin aut Olde Rikkert MGM verfasserin aut Kessels RPC verfasserin aut In Clinical Interventions in Aging Dove Medical Press, 2009 (2013), Seite 1177-1190 (DE-627)504104365 (DE-600)2212420-2 11781998 nnns year:2013 pages:1177-1190 https://doaj.org/article/f061edfd16d94a54a9230743cdd62d74 kostenfrei https://www.dovepress.com/errorless-learning-of-everyday-tasks-in-people-with-dementia-peer-reviewed-article-CIA kostenfrei https://doaj.org/toc/1178-1998 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2013 1177-1190 |
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(DE-627)DOAJ059778849 (DE-599)DOAJf061edfd16d94a54a9230743cdd62d74 DE-627 ger DE-627 rakwb eng RC952-954.6 de Werd MME verfasserin aut Errorless learning of everyday tasks in people with dementia 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Nijmegen, 3Rehabilitation Medical Centre, Groot Klimmendaal, Arnhem, 4Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, 5VieCuri Hospital, Department of Medical Psychology, Venlo, the Netherlands Abstract: Errorless learning (EL) is a principle used to teach new information or skills to people with cognitive impairment. In people with dementia, EL principles have mostly been studied in laboratory tasks that have little practical relevance for the participants concerned, yet show positive effects. This is the first paper to exclusively review the literature concerning the effects of EL on the performance of useful everyday tasks in people with dementia. The role of factors such as type of dementia, type of task, training intensity, EL elements, outcome measures, quality of experimental design, and follow-up are discussed. The results indicate that, compared with errorful learning (EF) or no treatment, EL is more effective in teaching adults with dementia a variety of meaningful daily tasks or skills, with gains being generally maintained at follow-up. The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. Keywords: dementia, implicit learning, occupational therapy, errorless learning, review, everyday activities dementia implicit learning occupational therapy errorless learning review everyday activities Geriatrics Boelen D verfasserin aut Olde Rikkert MGM verfasserin aut Kessels RPC verfasserin aut In Clinical Interventions in Aging Dove Medical Press, 2009 (2013), Seite 1177-1190 (DE-627)504104365 (DE-600)2212420-2 11781998 nnns year:2013 pages:1177-1190 https://doaj.org/article/f061edfd16d94a54a9230743cdd62d74 kostenfrei https://www.dovepress.com/errorless-learning-of-everyday-tasks-in-people-with-dementia-peer-reviewed-article-CIA kostenfrei https://doaj.org/toc/1178-1998 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2013 1177-1190 |
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Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Nijmegen, 3Rehabilitation Medical Centre, Groot Klimmendaal, Arnhem, 4Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, 5VieCuri Hospital, Department of Medical Psychology, Venlo, the Netherlands Abstract: Errorless learning (EL) is a principle used to teach new information or skills to people with cognitive impairment. In people with dementia, EL principles have mostly been studied in laboratory tasks that have little practical relevance for the participants concerned, yet show positive effects. This is the first paper to exclusively review the literature concerning the effects of EL on the performance of useful everyday tasks in people with dementia. The role of factors such as type of dementia, type of task, training intensity, EL elements, outcome measures, quality of experimental design, and follow-up are discussed. The results indicate that, compared with errorful learning (EF) or no treatment, EL is more effective in teaching adults with dementia a variety of meaningful daily tasks or skills, with gains being generally maintained at follow-up. The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. Keywords: dementia, implicit learning, occupational therapy, errorless learning, review, everyday activities |
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Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Nijmegen, 3Rehabilitation Medical Centre, Groot Klimmendaal, Arnhem, 4Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, 5VieCuri Hospital, Department of Medical Psychology, Venlo, the Netherlands Abstract: Errorless learning (EL) is a principle used to teach new information or skills to people with cognitive impairment. In people with dementia, EL principles have mostly been studied in laboratory tasks that have little practical relevance for the participants concerned, yet show positive effects. This is the first paper to exclusively review the literature concerning the effects of EL on the performance of useful everyday tasks in people with dementia. The role of factors such as type of dementia, type of task, training intensity, EL elements, outcome measures, quality of experimental design, and follow-up are discussed. The results indicate that, compared with errorful learning (EF) or no treatment, EL is more effective in teaching adults with dementia a variety of meaningful daily tasks or skills, with gains being generally maintained at follow-up. The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. Keywords: dementia, implicit learning, occupational therapy, errorless learning, review, everyday activities |
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Maartje ME de Werd,1,2,5 Daniëlle Boelen,1–3 Marcel GM Olde Rikkert,2,4 Roy PC Kessels1,2,4 1Radboud University Nijmegen Medical Centre, Department of Medical Psychology, 2Radboud University Nijmegen Medical Centre, Department of Geriatric Medicine and Radboud Alzheimer Centre, Nijmegen, 3Rehabilitation Medical Centre, Groot Klimmendaal, Arnhem, 4Radboud University Nijmegen, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, 5VieCuri Hospital, Department of Medical Psychology, Venlo, the Netherlands Abstract: Errorless learning (EL) is a principle used to teach new information or skills to people with cognitive impairment. In people with dementia, EL principles have mostly been studied in laboratory tasks that have little practical relevance for the participants concerned, yet show positive effects. This is the first paper to exclusively review the literature concerning the effects of EL on the performance of useful everyday tasks in people with dementia. The role of factors such as type of dementia, type of task, training intensity, EL elements, outcome measures, quality of experimental design, and follow-up are discussed. The results indicate that, compared with errorful learning (EF) or no treatment, EL is more effective in teaching adults with dementia a variety of meaningful daily tasks or skills, with gains being generally maintained at follow-up. The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. Keywords: dementia, implicit learning, occupational therapy, errorless learning, review, everyday activities |
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The effectiveness of EL is highly relevant for clinical practice because it shows that individuals with dementia are still able to acquire meaningful skills and engage in worthwhile activities, which may potentially increase their autonomy and independence, and ultimately their quality of life, as well as reduce caregiver burden and professional dependency. Suggestions for future research are given, along with recommendations for effective EL-based training programs, with the aim of developing a clinical manual for professionals working in dementia care. 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