[0:00] [Music]
[0:07] and some new faces. So this evening we
are incorporating a dementia live
[0:12] simulation. So basically what we're
going to do is kind of divide the group
[0:15] into half and half of you are going to
hang out with me for the first session
[0:20] and we're going to really dig into and
talk about understanding common
[0:24] behaviors when it comes to dementia and
how we can best respond to those
[0:28] behaviors. while the other half of you
go with my friend Judy who's in the
[0:32] back. She is with Hospice of Southwest
Ohio and she's going to be leading you
[0:37] on um a dementia live simulation. And
this is meant to be an experience that
[0:41] helps to give you um a direct experience
and empathy to understand what it's like
[0:46] to have your your processing and your
senses um altered by dementia. So, it's
[0:52] going to give you a really direct way to
kind of understand what someone might be
[0:55] going through. So, when you head back
with Judy, she's going to give you the
[1:00] opportunity if you kind of want to
observe and you don't want to tell us in
[1:04] front of the whole room, but maybe you
just kind of want to sit back and watch
[1:07] and not participate, that's okay, too.
Um, but for now, we are going to divide
[1:11] up um half and half. So, I'm going to
ask that this part of the room go ahead
[1:16] and join Judy in the back and we're
going to take you out into the hallway
[1:20] and close the doors and she's going to
get you ready for that simulation.
[1:24] » Thank you. You'll come back in about 25
minutes and you get to hang out with me.
[1:32] » You're welcome to leave your belongings
here. Whatever is more comfortable for
[1:35] you. Um, I'll make sure Chris keeps an
eye on it.
[1:40] Perfect.
>> Chris, you need to call Amberly if you
[1:44] have a problem. Which side of the
Amberly do you call the ad?
[1:49] » You're going to follow me back here.
[1:53] We are going to need two hands for this
[1:58] area.
>> Close the door so she can talk and we
[2:02] can talk as well.
[2:07] » Wait for this door to close so that you
don't hear any any secrets.
[2:14] » It's best to go into that simulation.
You're kind of not knowing exactly what
[2:17] you expect. Creates a really cool
experience for you. Okay. So, They're
[2:23] getting ready to close those doors. And
I'm just going to do a quick recap on
[2:26] what we've talked about in our previous
three sessions. Okay. So, tonight we're
[2:30] going to be talking about behaviors.
>> I think when we met first in gosh, when
[2:35] was that March? We talked about healthy
living. We talked about a lot of those
[2:38] lifestyle um choices and decisions we
can make to help reduce our risk of
[2:43] developing dementia. Then when we met
again, we talked about the warning
[2:46] signs. As I age, what do I look out for
in myself or my neighbor, my loved one?
[2:51] you know, what are common signs of
dementia and then what are those typical
[2:55] age related changes that just happen as
we get older. You know, our brains slow
[2:59] down as we age, just like our bodies do.
And then we talked about communication.
[3:03] So, what you're going to hear tonight is
probably a little bit of familiar
[3:06] information from what we covered when we
talked about communication. They kind of
[3:10] communication and behaviors really go
hand in hand. So before we talked about
[3:14] things like joining someone in their
reality, someone with dementia, you
[3:18] should join them in their reality
because they cannot join you in yours.
[3:21] You know, they do not have the logic the
way that a a healthy, you know, normal
[3:25] brain does to kind of follow any kind of
clues and cues to ground them in the
[3:30] here and now. So we want to kind of join
them where they are. We want to avoid
[3:34] arguing or quizzing or testing someone
that will likely lead to probably not a
[3:40] great interaction. And I know I don't
like to be told like you're wrong,
[3:43] right? No one loves that. So it might
make someone kind of shut down. Same
[3:48] goes with someone with dementia. So we
might see that lead to some behaviors
[3:52] that are related to that communication,
right? We want to be really careful with
[3:56] not just our verbal communication, our
tone of voice, our facial expressions,
[4:01] um our body language. So I think when I
stood up your laps, I was standing up
[4:04] here and I was just telling you how
excited I am to be here, right? and I
[4:08] was being sarcastic, crossing my arms,
and so all the words coming out of my
[4:12] mouth sound like I'm saying, "I'm
excited to be here." But communication
[4:16] comes in a lot of different forms,
right? So someone as they progress in
[4:21] the later stages of dementia, middle to
late stages, they're losing their
[4:25] ability to communicate their needs with
with verbal communication. So part of
[4:30] the way they're going to be
communicating is through their
[4:32] behaviors. So, we might at times find so
and so was always sweet as pie and I
[4:38] just saw her get so aggressive or I
heard words come out of her mouth that
[4:43] she never said before. You know, some uh
spicier flavorful language. Right? So,
[4:48] we're seeing these behaviors as a form
of communication when someone is trying
[4:52] to tell you, "I'm uncomfortable. I'm
frustrated. I'm confused." And they
[4:57] can't tell you with their words. So just
like we talked about with communication,
[5:01] we really want to focus on keeping
someone safe and happy. So we can employ
[5:06] different strategies just like we talked
about last time about, you know, kind of
[5:11] uh following them and meeting them where
they are in their world, focusing on the
[5:15] feelings over the facts and making sure
that we are creating a soothing calming
[5:20] environment and making them feel seen
and heard with whatever emotion they're
[5:24] feeling. and then we can kind of move
along maybe tell a therapeutic fib of
[5:28] and go along with where they are and
then we can move on to an activity that
[5:33] they enjoy. So let's get into today. So
what we're going to cover in the next
[5:38] 20ish minutes is really talking about
some of those common triggers that we
[5:42] see often times for behaviors that are
associated with dementia. So, we're
[5:47] going to talk about the process of how
no matter what type of common, you know,
[5:51] dementia related behavior we see, we can
use a process for kind of assessing,
[5:56] evaluating, and identifying some of
those challenging behaviors. And then
[6:00] again, just like we did with
communication, talk about those
[6:03] strategies that we can use to address
those behaviors. So, I think we talked
[6:07] last time about putting on our detective
hat and kind of using what we're seeing
[6:11] in our environment, what they might be
trying to tell us with, you know, all
[6:14] these different forms of communication
to address what might what might be
[6:18] happening. So, we'll continue and expand
on that this evening. So, behavioral
[6:23] changes can have a lot of different
types of triggers, right? So, even in a
[6:26] a healthy normal brain, this is the
case, right? if we're um in pain or
[6:31] we're uncomfortable, maybe we're
overstimulated, someone with dementia,
[6:36] and this is something that you're going
to experience this evening in terms of
[6:39] processing. Um there is some gear that
that'll help you understand what it
[6:44] might feel like to process many things
at a time in your mind. Um so over
[6:48] stimulation can be a piece. If let's say
someone with dementia comes into a room
[6:53] with 20 people all talking at once, they
have a hard time following a
[6:57] conversation with one person. So, that's
going to be way too much for them to
[7:00] follow and they're going to feel
overstimulated.
[7:03] Or maybe they're bored. You know,
sitting in front of the TV watching
[7:06] Jeopardy is not going to be a fun
activity for anyone if that's all
[7:11] they're doing. And that's including
someone with dementia. So, having
[7:14] dementia does not mean that we don't
need to be continuously stimulated. We
[7:19] want to make sure that they have
engaging activities that they can
[7:22] participate into in a safe way. Any
person wants to have some some meaning
[7:28] and purpose in their life, right? Even
if they have dementia. So that might
[7:32] mean, you know, if they always did all
the laundry, they always took care of
[7:36] the household, maybe that means they're
they're helping fold towels, right?
[7:41] Let's do something that can give them a
meaningful activity. Even if they're not
[7:44] going to do it the way you want it done,
even if you're going to have to refold
[7:47] those towels later, right? We want to
give them something that's going to help
[7:50] stimulate them and find that balance.
We can also um be fearful or frustrated.
[7:56] So, attempting to communicate and not
feeling like someone is receiving or
[7:59] understanding or being in an environment
that can be disorienting or or confusing
[8:04] for you can lead to some of that fear.
Unfamiliar surroundings, it gets more
[8:10] challenging for an individual with
dementia to leave the house. You know,
[8:12] that's mo more than likely going to be
the final kind of comfort zone that they
[8:16] have. So when you take them out of that
familiar space where they have um some
[8:21] understanding of where things are and
they have a little bit of routine, it's
[8:25] going to be much harder for them to kind
of regulate and process what's going on
[8:29] around them. And then complicated tasks
that can be really disorienting and
[8:34] cause some behaviors as well. So when I
say complicated tasks, I don't mean
[8:38] changing the oil in your car. I don't,
you know, I guess maybe I could do that.
[8:43] Um maybe. Um, we're talking about things
that are like brushing your teeth. You
[8:47] know, if you were to have an alien come
down from space and you had to explain
[8:52] the process of brushing your teeth, it's
a really complicated step-by-step
[8:56] process, too. You could write down all
the directions for brushing your teeth
[8:59] and it would probably be a few pages.
So, it's not as intuitive as it seems.
[9:04] It's just something that we got used to
because we do it all the time. But all
[9:07] of that information over time is is
deteriorating for someone with dementia.
[9:12] So even a simple task that we would
assume is simple like brushing our teeth
[9:16] can become complicated.
So when we're looking at understanding
[9:20] and addressing the behavior at hand, no
matter what the trigger was, here's kind
[9:24] of the line of thinking that you want to
employ. So we want to detect and
[9:28] connect. So you know, what are we
noticing in our environment? What are
[9:32] they maybe trying to tell us about, you
know, the environment or what might be
[9:36] irritating or agitating them? Am I
noticing that they're they're kind of
[9:41] tugging at maybe a sweater or are they
kind of itching at their neck? Maybe I'm
[9:46] going to check the thermostat, right?
How is the room stuffy? Can I open a
[9:50] window? Is there a fan I can turn on?
So, we're going to kind of try and our
[9:54] best to detect and connect with what's
going on. Address their physical needs
[9:58] first. So, I mentioned that safe and
happy, right? Safe is first. So, we want
[10:02] to make sure, are they in any kind of
danger? Are they in any kind of
[10:05] immediate physical pain that we need to
address? Do they need medical attention?
[10:10] Right? So, if that's not the case, then
we're going to move on and kind of
[10:13] assess their emotional needs. So, what
might they be trying to tell me by um
[10:19] you know, their agitation or their
irritability or maybe they're angrier
[10:24] than they normally would be in this
scenario? What else might be going on?
[10:29] Is it something where I'm trying to help
them put their shoes on, I'm noticing
[10:33] them wincing in pain? Maybe they have an
ingrown toenail that they can't tell me
[10:38] about. Right? So, try and use what
you're seeing in when I do this, I'm
[10:42] noticing this. And try and figure out
what might be going on behind the
[10:46] scenes. And then when you do notice that
trigger that causes that behavior, it's
[10:52] not the end of the world. It doesn't
mean you're a terrible person. Doesn't
[10:54] mean you're a bad caregiver. It might
just mean you learn some new
[10:58] information.
That might change over time. Sometimes
[11:02] someone might love Elvis and then they
get to the point where they get to a
[11:06] stage in this disease and they hate
Elvis. They despise the sound of Elvis.
[11:11] If you turn on Elvis, so help you. Like
they are going to throw a fit and they
[11:16] might throw some things. So, okay, we no
longer like Elvis. During my next visit,
[11:21] I am not going to turn on some Elvis,
right? So you can really use what might
[11:26] even feel like a hard situation and
figure out how you can adjust for next
[11:30] time.
Okay, I think I got a little ahead of
[11:34] myself for the sake of time. So this
just goes into a little bit more details
[11:37] on that detect and connect. Again, we're
joining them in their reality. We're
[11:41] trying our best to see the world through
their eyes. So in doing that before we
[11:46] intervene we're thinking about all the
who, why, where, how, what's taking
[11:51] place, what take place, what took place
before we saw this behavior and then
[11:56] kind of what's going on after. And then
make sure that, you know, we talk with
[12:00] communication about that approach. So we
want to make sure we are approaching
[12:04] calmly. Someone even in a state of, you
know, any kind of heightened emotion, if
[12:09] you're being calm, they're going to
start to over time match your tone. So,
[12:13] you want to be a calm, helpful person
and come back to those communication
[12:17] strategies we talked about. You want to
approach from the front. You want to
[12:20] make eye contact and you want to be at
eye level. So, I don't want to pick on
[12:24] anyone, but with all of you in a chair,
if I'm approaching you from the front,
[12:29] but I'm not making eye contact and I
don't have your direct line of sight, I
[12:35] want to be on your level. If I'm up
above someone with dementia, let's say I
[12:39] stand in front of your your TV show,
right? that person with je with uh with
[12:44] dementia might just see me as an
obstruction. They don't might not think,
[12:48] "Oh, this person's trying to talk with
me and I should look up and make eye
[12:52] contact." They might just say they're
blocking my show and move their head
[12:56] around you. So, you want to make sure
that you're on their eye level, that
[13:00] you're approaching calmly and slowly and
getting their attention so that you
[13:04] don't startle them um and then have a a
negative reaction when they're when
[13:08] they're afraid. right here.
>> So, addressing their physical needs,
[13:12] we're talking about those medical
issues. Maybe they're hungry or thirsty.
[13:16] I know I am just generally speaking a
hangry person. So, I am constantly
[13:20] trying to say like, okay, I'm feeling a
little cranky. I'm feeling a little off.
[13:25] Have I had some water? Do I need a
snack? Same goes for here. Let's think
[13:29] about those, you know, immediate basic
needs. Um, lack of social interaction.
[13:34] Maybe it's too little or too much. And
then kind of look for some of those
[13:38] environmental triggers, too. You know,
maybe the sun's shining and it's too
[13:41] bright and it's it's distracting them
from the thing that you're trying to
[13:45] tell them. Or maybe the music is too
loud while they're trying to eat and
[13:48] they can't focus on both at once. Yeah.
>> I guess I'm having a problem with you.
[13:55] » Mhm. Tell me more.
>> You're saying is not good. It is
[14:00] absolutely
[14:03] » being an educator.
>> Yeah. All these students that I met,
[14:07] college students, young students, they
don't have clue. They don't have even
[14:14] the knowledge of if an old man want to
drink or it's cold or is hungry or want
[14:19] to It is a thing.
>> Yeah. Yeah. It's really hard. So,
[14:23] » it is a thing.
>> Yeah. And all these right now as a grown
[14:28] up to do for other people that have to
be
[14:32] as
>> all kids I know you look at the
[14:37] » Yeah. You know where the kid I feel like
the younger people probably you know I
[14:42] remember being 20 and being reckless and
thinking I was going to live forever. I
[14:46] ate whatever. I drank whatever. We'll
leave it at that, right? I'm not going
[14:50] to say anything else.
>> You're a little more reckless. you think
[14:54] you'll never be older, right? And so
this is something that we see is
[14:58] happening later in life. They don't need
to worry about it. When it affects them
[15:02] is when it's their their grandparents,
their family members, their loved ones.
[15:06] So this is an increasing problem that's
going to affect people. And I know when
[15:10] I was in my 20s, my grandpa was living
with Alzheimer's and I got really
[15:14] fearful. I didn't know how to interact
with him when I visited. and I didn't
[15:18] have any tools to know, okay, what do I
do if he says something or what what do
[15:22] I do if I show up and he doesn't know
who I am? I can still have a meaningful
[15:27] visit with him even if he doesn't know
my name. Who cares? But at 20, I did not
[15:31] know that. So, I think like we got to
increase that education for everybody
[15:35] » on the lower level, not
>> absolutely. Yeah, give them my number.
[15:40] If you meet any of those young folks,
I'm happy to talk to them. We go
[15:43] through. So, Judy, you'll meet Judy. We
um train all the students at Butler
[15:47] Techch up in Westchester in rotations
every fall. Before any of those kids
[15:52] graduate from that school, those young
people, they have all had some dementia
[15:56] education. So, we are working on it.
>> Even the caregivers will come to help
[16:01] you.
>> Yeah.
[16:04] » Yeah. And we do staff trainings, too. So
we are, you know, if you know of
[16:08] organizations or people that need
resources, give them my information
[16:11] because we are trying to bridge that gap
because we know what that's that's
[16:14] that's real. So thank you for bringing
that up.
[16:19] Okay, I'm going to move us forward to
thinking about those emotional needs. So
[16:22] we talked about focusing on the feelings
over the facts. I'm going to say that
[16:25] over and over again. Use what you know
about that person's um preferences. So
[16:31] this can help with different types of
interventions when they are in that
[16:35] heightened state. So if you know that
they love the smell of lavender, they
[16:40] were always an avid gardener, maybe
we're incorporating the scent of
[16:44] lavender into that room when we visit.
Is it in the form of, you know, some
[16:47] Freze fabric refresher or whatever, or
are we lighting some candles? How can we
[16:51] kind of help to set that tone? Um, maybe
they really love baking, you know, so
[16:57] can I get them out of this heightened
state and then kind of deflect and move
[17:02] our conversation to an activity that
they enjoy, you know, even who cares
[17:06] what the cookies look like? Maybe we're
just mushing some dough around, but how
[17:10] can we kind of move them to a more
soothing activity that they enjoy? Do
[17:14] they love walking in nature? Do they
love looking at the birds? Right? How
[17:18] can we incorporate some things we know
that they like to help bring them back
[17:22] to that that um less heightened state?
And then again, you're not going to get
[17:28] it right every single time. When I look
back at when I was 20 years old visiting
[17:31] my grandpa, I know I did it wrong. I
know I, you know, ask him if he
[17:37] remembered me, right? Um so you want to
make sure that you're going back to what
[17:41] you've talked about and what did I
notice? What didn't work? What did work?
[17:45] What should I avoid doing next time?
What did I notice? And how can I The
[17:50] room is always stuffy. That room where I
visit him is always stuffy. I'm gonna
[17:54] arrive 10 minutes earlier and I'm going
to see if we can open some windows. Or
[17:58] maybe I'm going to bring one of those
little clip-on fans that can sit on the
[18:02] side of the table that can blow and
circulate some air or bring him a really
[18:06] cold drink that he loves. Right? So, how
can we make this better next time? What
[18:10] went well? What didn't? And how can I
make those adjustments?
[18:16] I think it's a bit too late.
>> You think it'll be too late?
[18:19] » Yeah. So, I know growing up at seven
grand
[18:26] and
>> we didn't need to ask.
[18:29] » Mhm.
>> It was there.
[18:31] » Yeah. Yeah.
>> Automatically it was there. We didn't
[18:34] have to be talking to that. I'm sure
sometime we
[18:38] » Yeah.
>> But it was there and we were aware of
[18:40] it.
>> Sure.
[18:42] I think having those generations
together can make a huge difference. So
[18:46] I hope we kind of swing back in that
direction, right?
[18:49] » Yeah. Yeah.
>> Okay. So when we think about we're going
[18:53] to kind of move so through some specific
behaviors very quickly for the last few
[18:57] minutes just so you can get an idea of
what these look like. We're talking
[18:59] about anxiety or agitation. These are
some of our common behaviors. So when
[19:03] we're talking about this, we're looking
at someone who's u maybe experiencing
[19:06] restlessness or pacing, distress, and
over reliance on caregivers. Um so this
[19:12] can kind of come in the form, if you're
familiar with sundowning, maybe someone
[19:16] who um people do get pretty restless and
start to pace at specific times of day.
[19:22] We want to think again, use what we know
about this person. What do they used to
[19:26] do at 5:00 p.m. every day? Maybe they're
at the window waiting for so- and so to
[19:31] get home from work, right? or waiting
for the kids to get off the bus. So, use
[19:35] what you know about the individual and
their life and their history to kind of
[19:39] um have a little bit more understanding
of where they are and what might be
[19:42] going on that could be causing that
anxiety or or causing that pacing. They
[19:46] might just be kind of stuck in a
different time and place.
[19:51] » Confusion or suspicion, not recognizing
familiar people, places, or things. This
[19:56] can show up in the form of accusing
others of theft, infidelity, and other
[20:01] scenarios. So, we often see that, you
know, we might lose track of things that
[20:06] we've donated, right? Um, I gave that
tea set away six months ago, but now I'm
[20:11] looking for that tea set and what
happened to that tea set, right? So,
[20:15] this can get kind of common. And again,
we're not looking to argue or logic our
[20:20] way through a conversation with someone
who's in this state of confusion or
[20:24] suspicion. We want to make sure that
they're we're hearing them out. You're
[20:27] right. I can't believe that T set's
gone. That's really, really frustrating.
[20:32] I'm going to help you look for it. Why
don't we I'm going to spend the next
[20:35] time I'm going to go down in the
basement. Why don't you make yourself a
[20:37] cup of tea? I'm going to go down in the
basement and look around for that tea
[20:41] set. Just let them feel validated that
they're going to move along. You're
[20:45] going to move into a different activity
and they're going to stop fixating on
[20:48] that tea set, right? We just got to kind
of move them out of that state and make
[20:52] sure that we're not shove, you know, you
gave that tea set away. What if you
[20:56] don't even remember giving it away?
that's probably going to make them feel
[21:00] that they're not being heard, right? And
they might be kind of offended that you
[21:04] don't believe them and that you're not
siding with them, right? So, we want to
[21:07] make sure that we're we're kind of going
along with what they're feeling.
[21:11] Aggression, aggressive behavior. This
can look like physical aggression or
[21:16] verbal aggression. So, it can appear out
of what feels like no reason whatsoever.
[21:22] What brought this on? Um or it can come
following a trigger. Um, it kind of
[21:27] depends on the person, but again, we
want to kind of use what were some of
[21:31] those triggers that we may have seen or
sometimes it can appear as, you know,
[21:37] the paid caregiver that came in the room
to help give them a bath looks like
[21:41] someone they went to high school with
that they hate, right? That it can be
[21:44] just as simple as that. So, how can we
work to diffuse that situation? How can
[21:49] we maybe step out and let that person
take a breath and come back in and try
[21:53] again? So, um, again, we want to kind of
try and identify what we might be seeing
[21:59] and why.
So, often times aggression specifically
[22:04] is not dangerous. Um, but it can be
really scary and a little stressful. Um,
[22:09] occasionally the person can be a danger
to themselves or another person. We
[22:13] might need to take some safety measures.
It depends on the person. We want to
[22:17] make sure that before we're deciding a
more aggressive um intervention here
[22:22] that we're talking with their doctor or
um you know calling your safety officer,
[22:27] calling 911 and getting some help,
calling our helpline and getting some
[22:30] help. With repetition, we're talking
about someone saying something over and
[22:35] over again, repeating words, maybe
asking the same question over and over
[22:39] again, right? We talked about that with
communication. So, this is something
[22:42] that we see often. You can honestly use
it as an opportunity to try again. If
[22:47] you feel like you didn't, you know,
respond properly last time, well,
[22:51] they're probably going to come back in
10 minutes and and say the same story.
[22:54] So, there's always that opportunity to
kind of figure out how you want to, you
[22:58] know, improv. You're kind of you might
be having a little bit of a one-sided
[23:03] conversation, but again, we just want to
make sure that they feel heard. And then
[23:07] what I really want to note with
wandering because I think with a lot of
[23:11] these behaviors, we see them most often
in the middle to later stages of the
[23:15] disease, further along in the
progression.
[23:18] Wandering can happen in the earlier
stages as well. And this can be really
[23:22] scary because if we think about someone
getting lost, they can be behind the
[23:26] wheel of a car. They can be on foot out
in the heat or on a really busy road.
[23:30] And they might think that, oh, I'm a
little turned around and I think I'm
[23:34] just going to go this way. and then they
get more disoriented and more
[23:37] disoriented and they're kind of digging
the hole deeper. So this I wanted to
[23:41] note that this can happen at any stage
in the disease um without any kind of
[23:46] warning. So it might not be that you're
noticing someone, you know, walk out of
[23:49] the house in the middle of the night
who's in those more advanced stages.
[23:53] This could be someone who is in those
early stages, maybe just showing some of
[23:57] those early warning signs we talked
about. But we do know that 60% of people
[24:02] with dementia will wander at some point.
So, this is something we want to be
[24:05] aware of and and kind of be kind of
planning what what will we do? What kind
[24:10] of safety measures can we employ um to
combat wandering um when or how that
[24:15] happens?
>> So, I think Judy is probably wrapping
[24:19] up, right? Okay. I talked so much. I
cannot believe I did that in that amount
[24:23] of time. I know that was really quick.
Does anyone have any questions before we
[24:28] kind of rotate out?
[24:32] If you're an old person
>> and then someone did take something
[24:37] away,
>> I'm sure they still
[24:42] » don't believe you because they
>> they think you don't know what you're
[24:46] talking about.
>> Yeah. I mean, I think that might be just
[24:48] kind of a different a different scenario
entirely, right?
[24:52] » Yeah. We want to make sure that, you
know, Mason was talking before about how
[24:56] people with dementia can be especially
susceptible. So, we want to make sure
[25:00] we're we're on the lookout for them. How
can we, you know, if they do have
[25:03] precious belongings that we we do worry,
we want to make sure they feel reassured
[25:07] that they're safe. Okay. How can we make
sure that those items are secure? You
[25:11] know, we can we can kind of mitigate
that a little bit.
[25:14] » I say anybody that's ever been around a
person with dementia, everything you've
[25:19] said here tonight is exactly.
>> Yeah. Well, thank you for pointing that
[25:24] out. Yeah.
>> Every step by step.
[25:27] » Yeah. And you know what's what's really
hard is that it can look so different in
[25:32] in so many people. You know, those
behaviors can look different. Um so
[25:37] there's no perfect road map. So having
some examples and talking about it more
[25:41] openly will give people a little bit
more guidance on on what you can do. So
[25:46] thank you for saying that.
[25:52] [Music]