Activity Facts and Tips
Activities are the things that we do, including getting dressed, doing chores, and even paying bills. The can
represent who we are and what we are about. For the person with Alzheimer’s they can mean the difference
between feeling loved and needed and unloved and unnecessary. When planning activities and daily tasks for
the person with Alzheimer’s, think about the following things:
The person with Alzheimer’s
What skills and abilities does the person have? Concentrate on skills that remain.
What does the person enjoy doing?
Does the person begin activities without direction?
Does the person have physical problems?
Your approach
Make the activities part of your daily routine.
Focus on enjoyment, not achievement.
Determine what time of day is best.
Offer support and supervision.
Be flexible and patient, and stress involvement.
Help the person remain as independent as possible.
Simplify instructions.
Establish a familiar routine.
The environment
Make activities safe.
Change your surroundings to encourage activities.
Minimize distractions that can frighten or confuse the person.
Structuring the day
When structuring your day consider the following activities:
Morning activities
Wash up, brush teeth and get dressed.
Prepare and eat breakfast
Discuss the newspaper or reminisce about old photos.
Afternoon activities
Prepare and eat lunch, read mail, and clear and wash dishes.
Listen to music or do a crossword puzzle.
Take a walk
Evening Activities
Prepare and eat dinner.
Play cards or watch a movie.
Read a book or magazine.
Do not try to teach new skills or re-train for old hobbies. Some long-term memory is better preserved
than short-term memory. Try to build on well-learned and preserved abilities.
Look for activities that last no longer than half an hour. The person’s attention span is shorter than
normal.
Try activities that are familiar, simple, repetitive and do not require much decision-making. Examples
include sweeping, vacuuming, folding towels, raking, picking up sticks, stringing beads, rolling coins,
stuffing envelopes and shelling peas.
Break tasks down into component steps if necessary. For example, “set the table” can be broken down
into ‘placemats’, ‘plates’, ‘napkins’, ‘silver’, ‘glasses’.
Help get the person started by verbally guiding her or demonstrating the desired behavior.