The following are excerpts from the daily lesson plans of Linda Ross, an SLP. She is working with a man named Bill who has Alzheimer's Disease. She works with Bill to help him compensate for deficits caused by Alzheimer’s.

Lesson Plan #1

Client Info:

Name: Bill Who
Age: 67
Date: 6/4/02

Objectives:
1) Bill will correctly identify 20 pictures out of 50 in his memory book in a 30-minute therapy session.

Procedures:
1) The clinician will ask Bill questions regarding pictures in his memory book while reinforcing him on a 1:1 ratio.

Materials:
Bill's memory book

Activities:
1) Memory book picture identification

Observations:
Bill did very well in therapy today. He was in a good mood, and cooperated with the clinician. He correctly identified 30/50 pictures in his memory book. This exceeded the set goal!

Lesson Plan #2

Client Info:

Name: Bill Who
Age: 67
Date: 6/11/02

Objectives:
1) Bill will tell 3 stories about things he remembers from his past in a 30-minute session.

Procedures:
1) The clinician will record important points from Bill’s stories to use in later memory exercises.

Materials:
No extra materials needed

Activities:
1) Recalling the past

Observations:
Bill told 3 stories today. He showed some of the signs typically seen in a person with AD when they are telling stories about their life. Narratives of persons with AD are less chronologically organized,include repetitions, omit salient events, and contain fewer detailed descriptions than do narratives of persons without AD (Usita, P.M.; Hyman, Jr., I.E.; et al, 1998).

Lesson Plan #3

Client Info:

Name: Bill Who
Age: 67
Date: 6/18/02

Objectives:
1) Bill will show the clinician how to make a peanut butter and jelly sandwich while describing the steps in a 30-minute session.

Procedures:
1) The clinician will ask Bill questions about sequence after he completes his task.

Materials:
Plate
Knife
Paper towels
Peanut Butter
Jelly
Bread

Activities:
1) Sequencing

Observations:
Bill successfully made a peanut butter and jelly sandwich during our session today. He seemed to have no trouble making the sandwich, but did have difficulty describing the steps. He also had some problems answering the questions about sequence after he made the sandwich. He thoroughly enjoyed getting to eat his sandwich after he made it. One reason this task is somewhat easier is because he could have made the sandwich in a few different ways, and still get the correct sequence. He may not do as well completing a task where every step had to be in a certain order (i.e. making a phone call from a pay phone).