Comparing Structured Retrieval Practice and Reading-Based Education for Dementia Caregivers

A Randomized Controlled Trial of a Care Partner-Centered Structured Retrieval Practice Intervention for Dementia Caregiver Education and Well-Being

Caring for a person living with dementia can be stressful, and many family caregivers report limited access to effective educational resources for managing dementia-related behaviors and caregiver stress. This study will evaluate a learning-based educational intervention called structured retrieval practice (SRP), which is designed to improve long-term learning by encouraging repeated recall of information with feedback. Informal dementia caregivers will be randomly assigned to learn caregiving and self-care strategies using either SRP or a traditional reading-based educational approach. Participants will be assessed on their knowledge, confidence in caregiving skills, stress levels, and perceptions of dementia-related behavioral symptoms over multiple follow-up periods. The study will also examine whether the SRP intervention is feasible and acceptable for caregivers in real-world settings.

Caring for someone with dementia is often associated with high levels of stress, particularly when caregivers lack knowledge about how to manage behavioral and psychological symptoms of dementia (BPSD). Although educational resources for dementia caregivers are widely available, many are not designed using evidence-based learning principles that support long-term retention and application of information. Structured retrieval practice (SRP) is a learning strategy that enhances durable learning by requiring individuals to actively recall information over time while receiving corrective feedback.

This study is a longitudinal randomized controlled trial comparing an SRP-based educational intervention to a traditional reading-based education control condition. Informal caregivers of individuals living with dementia will be randomly assigned to one of two parallel arms. Both groups will receive educational content focused on managing dementia-related behavioral symptoms, coping strategies, and caregiver self-care; however, the format of instruction will differ by condition.

Outcomes will be assessed at baseline, and at 2-day, 2-week, and 2-month follow-up time points. Primary outcomes include caregiver knowledge retention, caregiving self-efficacy, perceived stress, and caregiver-reported severity of dementia-related behavioral symptoms. In addition, the study will evaluate intervention feasibility, acceptability, and adherence using self-report measures and backend program usage data.

Data will be collected either remotely or in person, depending on participant preference. The findings from this study will inform the development of evidence-based educational approaches that may be integrated into existing caregiver education programs and digital tools to better support families caring for individuals with dementia.

Inclusion Criteria:

• Adults aged 50 years or older
• Informal (unpaid) caregiver for a family member or friend living with dementia
• Providing ongoing assistance or support to the individual with dementia
• Reports moderate to high perceived stress, defined as a score of 14 or higher on the Perceived Stress Scale (PSS-10)
• Able to speak and read English
• Able to complete study procedures either in person or remotely
• Has access to a computer, tablet, or smartphone with internet access
• Willing and able to provide informed consent

Exclusion Criteria:

• Paid or professional caregivers (e.g., home health aides)
• Caregivers younger than 50 years of age
• Caregivers reporting low perceived stress (PSS-10 score below 14)
• Caregivers providing assistance to an individual without evidence of cognitive - impairment, as determined by a dementia screening interview (AD8 score < 2)
• Inability to complete study procedures due to cognitive, sensory, or technological limitations
• Failure to meet study screening requirements or provide informed consent