Primary progressive aphasia education and support groups: a clinical evaluation

Cathleen Taylor-Rubin, Lisa Azizi, Karen Croot, Lyndsey Nickels

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)

    Abstract

    OBJECTIVES: To evaluate the benefits of a primary progressive aphasia (PPA) education and support session for people with PPA (pwPPA) and their caregivers. METHOD: Thirty-eight individuals (20 pwPPA, 18 caregivers) were invited to participate in the study. Twenty-five individuals (12 pwPPA, 13 caregivers) completed questionnaires before and after an education and support group session provided by a speech pathologist and a clinical psychologist. Seven individuals (2 pwPPA, 5 caregivers) participated in follow-up interviews. RESULTS: After one attendance, caregivers reported significant improvement in knowledge of PPA, strategies to manage worry and low mood, and opportunities to meet peers. Themes at interview were reduced feelings of isolation, increased feelings of support, increased knowledge of coping strategies, and improved understanding of PPA. Caregivers who had attended previous sessions reported increased feelings of well-being and support. IMPLICATIONS: Primary progressive aphasia education and support group sessions in the postdiagnostic period constitute a valuable component of comprehensive care for PPA.

    Original languageEnglish
    Pages (from-to)1-8
    Number of pages8
    JournalAmerican Journal of Alzheimer's Disease and other Dementias
    Volume35
    DOIs
    Publication statusPublished - 1 Jan 2020

    Bibliographical note

    Copyright the Author(s) 2019. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

    Keywords

    • primary progressive aphasia
    • dementia
    • communication
    • education
    • support
    • group intervention

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