When I first read the syllabus for CD 315 on the first day of class, I really had no idea what I was going to be doing for the next ten weeks. The letters MRP didn’t mean anything to me, even after I read that they stood for Multi Genre Research Project. I wouldn’t know right away what all was involved or how much work I would be doing in, but in due time I would see. The first couple weeks’ assignments were “house keeping” in nature…making sure we all had an email address, subscribing to the class list, and learning how to use the MOO were a few of primary assignments. After the first few weeks, we started to do work geared toward our project. The first part of this work was choosing a research topic and coming up with an essential question that we wanted to find AN answer to, not THE answer to. It made me feel a little better knowing that this wasn’t going to be black or white, right or wrong. I had a few topics in mind such as stuttering, auditory processing, and Alzheimer’s disease, which turned out to be my topic. I’ve worked with Alzheimer’s patients before and they really held a special place in my heart because some of them just didn’t have a clue, and I don’t mean any disrespect by that. Many of them didn’t know what day it was, who they were, who anyone else was, where they were, what year it was, or anything about their own lives. It's so sad because they are alive, but they're not reallly "living". Life is often just one big confusing mess to them. Of course this isn't how things are from the beginning and I don't mean to paint a bleak picture, but the reality is that there is no cure for Alzheimer's and as it progresses, it robs the person of more and more of their life, and themself.

I know this is a pitiful excuse for a reflection, but it's only the beginning. I should have a topic on here called "Unfinished Business" for all the pseudo pieces I put up!

This is a poem by Mabel, a woman starting to progress through the first stages of Alzheimer's disease. The phrases in caps are supposed to be things people who are developing Alzheimer's may say or think.

I'm getting older.
I'm starting to forget things,
Like where I put my car keys, my daughter's phone number, and the name's of people I don't see often.
IT'S PERFECTLY NORMAL TO BE A LITTLE FORGETFUL ESPECIALLY WHEN YOU ARE OLD.

I'm getting older.
I can't always speak clearly.
I know in my mind what I want to say,
But when it comes out of my mouth it makes no sense to anyone, including me.
My memory is getting worse.
The other day I forgot how to get home from the grocery store, but I eventually found my way so
IT'S NO BIG DEAL.
I'M FINE, REALLY.

I'm getting older.
I didn't tell my daughter about getting lost on the way home because I don't want her to worry about me, she has enough to worry about.
She wants me to come live with her and her family.
She doesn't like me living alone.
I've lived alone for fifteen years now, ever since John died. Oh, my dear Johnny.
I wouldn't want him to see me like this.
I DON'T WANT ANYONE TO SEE ME LIKE THIS.

I'm getting older.
What's the matter with me?
There are so many things I can't do anymore,
but that's just part of being old, right?
Things start failing and it's all downhill from here.
For some reason, I don't think all this is part of the "NATURAL AGING PROCESS".

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.

Client Info:

Name: Bill Who
Age: 67
Date: 7/27/02

Objectives:

1) Bill will correctly identify 20 pictures out of 50 in his memory book in a 30 minute therapy session.
2) Bill will tell 3 stories about things he remembers from his past.
3) Bill will show the clinician how to make a peanut butter and jelly sandwich while describing the steps.

Procedures:

1) The clinician will ask Bill questions regarding pictures in his memory book while reinforcing him on a 1:1 ratio.
2) The clinician will record important points from Bill's stories about his past.
3) The clinician will ask Bill questions regarding sequence while he makes a peanut butter and jelly sandwich.

Materials:

Bill's memory book
bread
peanut butter
jelly
a knife and plate

Activities:

1) memory book
2) story telling
3) sandwich making

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! He told 3 detailed stories about events in his past. He successfully made a peanut butter and jelly sandwich, identifying the steps in the process. Bill enjoyed eating the sandwich afterward as well!

More lesson plans to follow...