Brain health affects many aspects of life, including how you think, feel, act, and relate to others. Many factors can affect brain health, including age-related changes in the brain, injuries such as stroke, mood disorders, substance use disorder, and diseases such as Alzheimer’s.

What is brain health?

Brain health refers to how well a person’s brain functions across several areas.

• Motor function: Controlling movements and balance
• Sensory function: Seeing, hearing, tasting, and smelling
• Tactile function: Feeling and responding to sensations of touch, including pressure, pain, and temperature
• Cognitive health: Thinking, learning, and remembering
• Emotional function: Interpreting and responding to emotions

Learn more about keeping your brain healthy as you age: www.nia.nih.gov/brain-health.

People spend about one-third of their life sleeping or trying to sleep. Being older doesn’t mean you have to be tired. Sleep is important for your body and affects your ability to function during the day. Below are some healthy habits that can help you fall and stay asleep. 

Older adults need about 7-9 hours of sleep each night. Getting a good night’s sleep supports physical health, mental health, and overall well-being. Improve your sleep with these tips.

Six Healthy Sleeping Habits for Older Adults

1. Develop a regular sleep schedule and bedtime routine
2. Avoid napping in the late afternoon or evening
3. Try to avoid electronic screens, such as cell phones and TVs, in the bedroom
4. Keep your bedroom quiet and at a comfortable temperature
5. Exercise at regular times each day, but not within three hours of bedtime
6. Avoid alcohol, caffeine, and large meals late in the day

Many factors can affect your weight, including your genes, age, sex, lifestyle, family habits, culture, sleep, and even where you live and work. Some of these factors can make it hard to maintain or achieve a healthy weight. Regardless, following a nutritious eating pattern and exercising regularly can help keep your body as healthy as possible as you age. Read on to learn why weight may change as you get older, why it’s important to aim for a healthy weight, and what you can do to help meet your goals.

Why does weight change as we age?

As we age, metabolism — how the body gets energy from food — can change. This means that some older adults must become more active or eat fewer calories to maintain or achieve their ideal weight.

Other older adults may lose weight unintentionally. This can happen if you have less of an appetite, difficulty leaving the house to buy food, pain when chewing or swallowing, or forget to eat.

Why should older adults maintain a healthy weight?

Keeping your weight in the normal range is an important part of healthy aging. As in other stages of life, elevated body mass index (BMI) in older adults can increase the likelihood of developing health problems. These include heart disease, high blood pressure, stroke, and diabetes. Losing weight or maintaining a healthy weight can help decrease these risks.

Being underweight also increases your chance of developing health problems. If you have a low BMI, you may be more likely to develop medical problems such as osteoporosis and anemia, and it may be harder to recover from an illness or infection.

How are food, exercise, and calories connected?

Being active and choosing healthy foods can help you maintain or achieve a healthy weight, feel more energetic, and decrease your chances of having other health problems. It’s important to choose foods rich in nutrients and aim for at least 150 minutes of physical activity per week.

The energy your body gets from the foods and drinks you consume is measured in calories. Your body needs a certain number of calories each day, depending on your activity level and other factors, to maintain your current weight. Visit MyPlate Plan to determine how many calories a day you need based on your age, sex, height, weight, and physical activity level.

To lose weight, exercise more or eat fewer calories than is recommended. To gain weight, increase the number of calories you eat while maintaining a moderate activity level.

Read more about making smart food choices and find recommendations of how much to eat, organized by activity level.

What should I eat to lose or gain weight?

Whether you are trying to lose or gain weight, eating healthy foods matters. Try to follow a healthy eating pattern rich in vegetables, fruits, whole grains, low-fat dairy, and lean proteins. If you’re concerned about your weight and want to change it, there are things you can do. Talk with a health care professional about how to make changes in a healthy way that’s right for you.

Trying to lose weight?

• Limit portion size to control calorie intake.
• Be as physically active as you can be.
• Swap out your usual foods for healthier alternatives.
• Stay hydrated with water and avoid drinks with added sugar.
• Set specific, realistic goals, such as three 15-minute walks per week.
• If there’s a break in your healthy eating or exercise, try to get back on track as quickly as possible.
• Keep track of what you eat in a food diary.

Trying to gain weight?

• Eat more foods with healthy fats, such as avocados and peanut butter.
• If you get full quickly, eat frequent, smaller meals throughout the day.
• Add nutrient-dense snacks such as nuts, cheese, and dried fruit to your menu.
• Dine with friends and family to make the experience more enjoyable.
• Stay active to boost your appetite.

How much physical activity do I need?

Exercise and physical activity are good for just about everyone including older adults. Aim for at least 150 minutes of moderate-intensity aerobic activity — working hard enough to raise your heart rate and break a sweat — each week. You don’t have to accomplish this all at once, rather, you can break up your activity over the course of seven days. If you can’t meet the goal right away, try to be as physically active as you can. Doing something is better than doing nothing at all.

For adults at every weight, aging is associated with muscle loss, which makes certain activities difficult. Being active can help older adults maintain muscle mass and make it easier to conduct daily activities, participate in outings, drive, keep up with grandchildren, avoid falls, and stay as independent as possible.

You don’t need to spend a lot of money joining a gym or hiring a personal trainer to get fit. Think about the kinds of physical activities that you enjoy, for example, walking, running, bicycling, gardening, swimming, and dancing. Even everyday chores such as vacuuming can provide physical activity. While you’re getting started with exercise, try to stay motivated to move your body regularly. Then increase the length of time you exercise or add another fun activity. Talk with your doctor before starting a new or more vigorous exercise program.

To learn more, please visit https://www.nia.nih.gov/health/healthy-eating-nutrition-and-diet/maintaining-healthy-weight.

While many older adults value the independence of driving, changes that happen with age may alter a person’s ability to drive safely. You may notice driving becoming more difficult over time for yourself or for your loved ones. Changes in health, including medical conditions or injuries, also may impact a person’s driving skills. Learn more about the different factors that can affect driving as you age and signs of when it may be time to stop driving.

What can change driving ability with age?

Common health conditions and medication side effects may influence your driving skills.

• Stiff joints and muscles. As you age, your joints may get stiff, and your muscles may weaken. Arthritis, which is common among older adults, might affect your ability to drive. These changes can make it harder to turn your head to look back, turn the steering wheel quickly, or brake safely. If pain, stiffness, or arthritis seem to get in the way of your driving, talk with your doctor. Think about getting hand controls for both the gas and brake pedals if you have leg problems.
• Trouble seeing. Your eyesight can change as you get older. It might be harder to see people, things, and movement outside your direct line of sight. It may also take longer to read street or traffic signs or even recognize familiar places. At night, you may have trouble seeing things clearly. Glare from oncoming headlights or streetlights can be a problem. Depending on the time of day, the sun might be blinding. Eye diseases, such as glaucoma, cataracts, and macular degeneration, as well as some medicines, can also cause vision problems. If you are 60 or older, get a dilated eye exam from your eye doctor every one to two years. If you need glasses or contact lenses to see far away while driving, make sure your prescription is up to date and correct.
• Trouble hearing. As you grow older, your hearing can change, making it harder to notice horns, sirens, or even noises coming from your own car. These sounds warn you when you may need to pull over or get out of the way, or when there is a possible mechanical issue with your vehicle. Have your hearing checked at least every three years after age 50 or more frequently if you have had chronic exposure to loud noises or have other risk factors for hearing loss. Discuss your concerns with your doctor as there may be treatments that can help.
• Medications. Some medicines can make you feel drowsy, lightheaded, or less alert than usual, which can make driving unsafe. Some drugs include a warning about driving, but even those that do not might have a negative effect. Ask your doctor or pharmacist if any of your health problems or medications might make it unsafe for you to drive.
• Slower reaction time and reflexes. As you get older, your reflexes might get slower, and you might not react as quickly as you could in the past. Stiff joints or weak muscles also can make it harder to move quickly. Loss of feeling or tingling in your fingers and feet can make it difficult to steer or use the foot pedals.
• Some medical conditions make it unsafe to drive. The uncontrollable movements and loss of coordination and balance due to Parkinson’s disease make it unsafe to drive. Similarly, many of the loss of control of limbs or other movement limitations following a stroke can mean it is no longer safe to drive.

Tips for older adults to drive safely

Maybe you already know that driving at night or in rainy weather is a problem for you. Some older drivers also have problems with certain routes or driving on busy highways, for example. Consider these tips to help you make safe choices about driving:

• Talk with your doctor. If you have any concerns about your health and driving, see your doctor. Don’t risk hurting yourself or others.
• Be physically active. This will help you keep and even improve your strength and flexibility, which may help your driving abilities.
• Consider your car. If possible, drive a car with automatic transmission, power steering, power brakes, and large mirrors. Newer cars come equipped with backup cameras, which can make parking and backing up easier, as well as other sensors that can alert a driver to a nearby object or vehicle before an accident occurs.
• Take care of your eyes and ears. Always wear your glasses or contact lenses if you need them to see clearly. If you use hearing aids, be sure to wear them while driving.
• Avoid driving certain times of day. Cut back on or stop driving at night if you have trouble seeing in the dark. Try to avoid driving during sunrise and sunset, when the sun can be directly in your line of vision.
• Check in with yourself. Don’t drive if you feel lightheaded or drowsy. Be sure to check any warnings on your medications. Try to avoid driving when you are stressed or tired.
• Don’t crowd. Leave ample space between your car and the car in front of you and start braking early when you need to stop.
• Plan your timing. Avoid heavy traffic areas or rush-hour driving when you can.
• Plan your route. Drive on streets you know and find a way to go that requires few or no left turns. Choose a route that avoids highways or other high-speed roadways. If you must drive on a fast-moving highway, drive in the right-hand lane, where traffic moves more slowly.
• When in doubt, don’t go out. Bad weather, such as rain, ice, or snow, can make it hard for anyone to drive. Try to wait until the weather is better, or use buses, taxis, ridesharing services, or other alternatives.
• Wear seat belts. Always wear your seat belt and make sure your passengers wear theirs, too.
• Limit distractions. Eating, adjusting the radio, or chatting can all be distracting. If you use your cellphone while driving (for navigation, for example), use it hands-free and use voice activation when possible. Never type on your phone while driving.
• Use window defrosters. These will help keep windows and windshields clear.

How to check and improve your driving skills

Are you concerned that your driving skills are declining or could be improved? Consider the following:

• Have your driving skills checked by a driving rehabilitation specialist, occupational therapist, or other trained professional. The American Occupational Therapy Association maintains a national database of driving specialists, or you can ask your state’s Department of Motor Vehicles or your doctor to recommend someone who can test your driving skills. Note that there may be fees associated with these types of assessments.
• The American Automobile Association’s (AAA) RoadWise Driver Course is designed to help older adults adjust to age-related physical changes to extend their safe driving career.
• Try an online self-assessment, such as this one from the National Highway Traffic Safety Administration (NHTSA), to gauge your abilities.
• Ask your family and friends for feedback about your driving, including any concerns.
• Take a driver safety course. Some car insurance companies may even lower your bill when you complete this type of class. Organizations such as AARP or your car insurance company can help you find a nearby resource.

Signs your loved one should no longer be driving

Are you worried about an older family member or friend driving? It can be hard for some people to recognize or admit when it’s no longer safe to drive. You might want to observe the person’s driving skills or ask them to consider doing a self-assessment of their driving. If it’s not possible to directly observe the person’s driving, watch for these signs:

• Multiple vehicle crashes, near misses, or new dents or scrapes on the car
• Two or more traffic tickets or warnings within the last two years
• Increases in car insurance premiums because of driving issues
• Comments from neighbors or friends about erratic, unsafe, or aggressive driving
• Anxiety about driving at night
• Health issues that might affect driving, including problems with vision, hearing, and movement
• Complaints about the speed, sudden lane changes, or actions of other drivers
• Recommendations from a doctor to modify driving habits or quit driving entirely

Having “the talk” about driving

Talking with an older person about his or her driving is often difficult. For many older adults, “giving up the keys” means a loss of freedom of choice and movement. Many people are afraid of being dependent upon someone else for getting around. They worry about losing the ability to run errands, attend appointments, and participate in activities that they did on their own for decades. They may be concerned about becoming socially isolated and missing out.

Here are some tips that might help when talking with someone about no longer driving:

• Be prepared. Learn about local community services to help someone who can no longer drive before you have the conversation with them. Identify the person’s transportation needs.
• Avoid confrontation. Use “I” messages rather than “you” messages. For example, say, “I am concerned about your safety when you are driving,” rather than, “You’re no longer a safe driver.”
• Stick to the issue. Discuss the driver’s skills, not their age.
• Focus on safety and maintaining independence. Be clear that the goal is for the older driver to continue the activities they currently enjoy while staying safe. Offer to help the person stay independent. For example, you might say, “I’ll help you figure out how to get where you want to go if driving isn’t possible.”
• Be positive and supportive. Recognize the importance of a driver’s license to the older person. Realize they may become defensive, angry, hurt, or withdrawn during your conversation. You might say, “I understand that this may be upsetting,” or “Let’s work together to find a solution.”
• Consider broaching the topic gradually. Some experts suggest a gentle introduction of the driving conversation, and then revisiting it gradually over time.

The NHTSA has a helpful guide to help concerned families and friends better understand older drivers and suggestions on how to begin discussions.

Is it time to give up driving?

We all age differently, and for this reason, there is not one recommended age to quit driving. So how does one know when to stop? To help decide, ask yourself:

• Do other drivers often honk at me?
• Have I had some accidents even if just “fender benders”?
• Am I having trouble seeing road signs, exits, or lane lines?
• Am I still flexible enough to turn my head to check mirrors and blind spots comfortably?
• Have physical conditions or medications slowed my reaction time?
• Do I get lost frequently, even on familiar roads?
• Do cars or pedestrians seem to appear out of nowhere?
• Am I often distracted while driving?
• Have family, friends, or my doctor said they’re worried about my driving?
• Am I driving less these days because I’m not as sure about my driving as I used to be?
• Do I have trouble staying in my lane?
• Do I have trouble moving my foot between the gas and the brake pedals, or do I sometimes confuse the two?
• Have I been pulled over by a police officer about my driving?

If you answered “yes” to any of these questions, it may be time to talk with your doctor or family members about your driving, or to consider a driving assessment.

How will you get around?

Are you worried you won’t be able to do the things you want and need to do if you stop driving? Many people have this concern, but there may be more ways to get around than you think. For example, some areas provide free or low-cost bus, subway, rideshare, and taxi services for older people. Some communities offer a carpool service or scheduled trips to the grocery store, mall, or doctor’s offices. Religious and civic groups sometimes have volunteers who will drive you where you want to go.

If you have a smartphone or a computer, you could consider using mobile apps available for services like meal, grocery, or prescription deliveries. Most of these are paid services but may have free or lower-cost options for some older adults.

Your local Area Agency on Aging can help you find local services. Call 800-677-1116 or search the Eldercare Locator online. You also can try searching Rides In Sight or calling 855-607-4337, a service of the nonprofit ITN America that provides information about transportation options for older adults.

You can also think about using a car or ridesharing service. While these may sound pricey, remember that owning a car can be expensive. If you no longer need to make car payments or pay for insurance, maintenance, gas, oil, tolls, and other related expenses, then you may be able to afford other transportation or to buy gas for friends and family members who provide rides.

To learn more, please visit https://www.nia.nih.gov/health/safety/safe-driving-older-adults.

Doctor-patient communication is an essential, though sometimes challenging, aspect of the health care process. The following suggestions can help you work with older patients to optimize care and make the most of your time and resources.

Tips for communicating with older patients

Effective communication can help build satisfying relationships with older patients to best manage their care. It can strengthen the patient-provider relationship, lead to improved health outcomes, help prevent medical errors, and make the most of limited interaction time.

Interpersonal communication skills are considered so important that they are a core competency identified by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties.

These key communication tips can help facilitate successful interactions with all of your patients, including older adults:

• Speak to the patient as a fellow adult. Having physical, sensory, or cognitive impairments does not lessen the maturity of an adult patient. Those who are older might be used to more formal terms of address. Establish respect right away by using formal language as a default (such as Mr. or Ms.) and avoiding familiar terms, such as “dear,” which could be perceived as disrespectful. You or your staff can also ask patients how they prefer to be addressed.
• Make older patients comfortable. Ask staff to ensure patients have a comfortable seat in the waiting room and, if necessary, help with filling out forms. Staff should check on them often if they have a long wait before they are seen. Patients with impaired mobility may need to be escorted to and from exam rooms, offices, restrooms, and the waiting area. They may require assistance with climbing on to the exam table or removing clothing or shoes.
• Avoid hurrying older patients. Be mindful if you are feeling impatient with an older person’s pace. Some people may have trouble following rapid-fire questioning or torrents of information. Try speaking more slowly to give them time to process what is being asked or said, and don’t interrupt. Once interrupted, a patient is less likely to reveal all of their concerns. If time is an issue, you might suggest that your patients prepare a list of their health concerns in advance of appointments.
• Speak plainly. Do not assume that patients know medical terminology. Use simple, common language and ask if clarification is needed. Check to be sure your patient understands the health issue, what they need to do, and why it is important to act.
• Address the patient face-to-face. Don’t talk to patients with your back turned or while typing. Many people with hearing impairment understand better when they can read lips as well as listen. Watching a patient’s body language can also help you know whether they understand what you’re saying.
• Write down or print out takeaway points. It can often be difficult for patients to remember everything discussed during an appointment. Older adults with more than one medical condition or health concern benefit especially from having clear and specific written notes or printed handouts. That way, they have information to review later about their health conditions, treatments, and other major points from visits.
• Recognize that people from different backgrounds may have different expectations. Be sensitive to cultural differences that can affect communication with your patients. When needed, provide professional translation services and written materials in different languages.

Compensating for hearing deficits

Age-related hearing loss is common: About one-third of older adults have hearing loss, and the chance of developing hearing loss increases with age. Here are a few tips to make it easier to communicate with a person who may have difficulty hearing:

• Make sure your patient can hear you. Ask if the patient has a working hearing aid, look at the auditory canal for excess earwax, and be aware of background noises, such as whirring computers and office equipment.
• Talk clearly and in a normal tone. Shouting or speaking in a raised voice distorts language sounds and can give the impression of anger, and a high-pitched voice can be hard to hear.
• Face the person directly, at eye level, so that they can lip read or pick up visual clues.
• Indicate to your patient when you are changing the subject, such as by pausing briefly, speaking a bit louder, gesturing toward what will be discussed, gently touching the patient, or asking a question.
• Keep a notepad handy so you can write down important points, such as diagnoses, treatments, and important terms.
• Use amplification devices if they are available in your clinic or hospital.
• If your patient has difficulty hearing the difference between certain letters and numbers, give context for them. For instance, “m as in Mary” or “five, six” instead of “56.” Be especially careful with letters that sound alike.

Compensating for visual deficits

Visual disorders become more common as people age. Here are some things you can do to help manage the difficulties in communication that can result from visual deficits:

• Make sure there is adequate lighting, including sufficient light on your face. Try to minimize glare.
• Check that your patient has brought and is wearing eyeglasses or contact lenses, if needed.
• Make sure that handwritten instructions are clear. When using printed materials, make sure the type is large enough (at least 14-point font) and the typeface is easy to read.
• If your patient has trouble reading because of low vision, consider providing alternatives, such as audio instructions, large pictures or diagrams, and large pillboxes with raised markings.

Families and caregivers as part of the health care team

Family members and other informal caregivers play a significant role in the lives of their loved ones. They may provide transportation and accompany an older adult to medical appointments. In many cases, they act as facilitators to help the patient express concerns and can reinforce the information you give. But first, to protect and honor patient privacy, check with the patient by asking how they see the companion’s role in the appointment.

It is important to keep the patient involved in their own health care and conversation. Whenever possible, try to sit so that you can address both the patient and companion face-to-face. Be mindful not to direct your remarks only to the companion.

You might ask the companion to step out of the exam room during part of the visit so you can raise sensitive topics and provide the patient some private time if they wish to discuss personal matters. For example, if you’re conducting a test of a patient’s cognitive abilities, you might ask the companion to step out so they can’t answer questions or cover for the patient’s cognitive lapses.

Some patients may ask that you contact their long-distance caregivers to discuss conditions or treatment plans. Make sure these patients fill out any necessary paperwork giving permission for you to speak with specific family members or friends if they are not present at the appointment.

Families may want to make decisions for a loved one. Adult children especially may want to step in for a parent who has cognitive impairment. If a family member has been named the health care agent or proxy, under some circumstances they have the legal authority to make care decisions. However, without this authority, the patient is responsible for making their own choices. When necessary, set clear boundaries with family members and encourage others to respect them.

Obtaining a thorough history

Obtaining a complete medical history — including current and past concerns, lifestyle, and family history — is crucial to good health care.

You may need to be especially flexible when obtaining the medical history of older patients. When possible, have the patient tell their story only once, even if other health care professionals in the office or home would typically assist in gathering the information. The process of providing their history to another staff member and then again to you can be tiring for patients.

Open-ended questions encourage a more comprehensive response, but yes-or-no or simple-choice questions may be helpful if the patient has trouble responding. Also be sure to ask if anything in a person’s health, medications, or lifestyle has changed since their last visit. You may want to get a detailed life and medical history as an ongoing part of older patients’ office visits and use each visit to add to and update information.

Here are some strategies for obtaining a thorough history:

• Gather preliminary data. If feasible, request previous medical records or ask the patient or a family member to complete forms and worksheets at home or online prior to the appointment. Try to structure questionnaires for easy reading by using large type (at least 14-point font) and providing enough space between items for thorough responses. Keep any questionnaires meant to be filled out in the waiting room as brief as possible.
• Elicit current concerns. Older patients tend to have multiple chronic conditions. You might start the session by asking your patient to talk about their main concern. For example, “What brings you in today?” or “What is bothering you the most?”
• Ask prompting questions. The main concern may not be the first one mentioned, especially if it is a sensitive topic. Asking, for example, “Is there anything else?”, which you may have to ask more than once, helps to get all of the patient’s concerns on the table at the beginning of the visit. If there are too many concerns to address in one visit, plan with the patient to address some now and others next time. Encourage the patient (and their caregivers) to bring a written list of concerns and questions to a follow-up appointment.
• Discuss medications. Older people often take many medications prescribed by several different doctors and some drug interactions can lead to major complications. Suggest that patients bring a list of all of their prescription medications, over-the-counter drugs, vitamins, and dietary supplements, including the dosage and frequency of each. Or suggest that they bring everything with them in a bag. Check to ensure the patient is using each medication as directed.
• Ask about family history. The family history not only indicates the patient’s likelihood of developing some diseases but also provides information about the health of relatives who care for the patient or who might do so in the future. Knowing the family structure will help you evaluate what support may be available from family members.
• Ask about functional status. The ability to perform basic activities of daily living (ADLs) reflects and affects a patient’s health. There are standardized ADL assessments that can be done quickly in the office. Understanding an older patient’s usual level of functioning and learning about any recent significant changes are fundamental to providing appropriate health care.
• Consider a patient’s life and social history. Ask about where they live, who else lives in the home or nearby, neighborhood safety, their driving status, and access to transportation. Determine eating habits, assess their mood, and ask about tobacco, drug, and alcohol use. Factor in typical daily activities and work, education, and financial situations. Understanding a person’s life and daily routine can help you to understand how your patient’s lifestyle might affect their health care and to devise realistic, appropriate interventions.

Discussing medical conditions and treatments

Approximately 85% of older adults have at least one chronic health condition, and 60% have at least two chronic conditions. Clinicians can play an important role in educating patients and families about chronic health conditions and can connect them with appropriate community resources and services.

Most older patients want to understand their medical conditions and learn how to manage them. Likewise, family members and other caregivers can benefit from having this information. Physicians typically underestimate how much patients want to know and overestimate how long they spend giving information to patients. Devoting more attention to educating patients and their caregivers can improve patients’ adherence to treatment, increase patients’ well-being, and save you time in the long run.

Clear explanations of diagnoses are critical. Uncertainty about a health problem can be upsetting, and when patients do not understand their medical conditions, they are less likely to follow their treatment plans. It is helpful to begin by finding out what the patient understands about their condition, what they think will happen, and how much more they want to know. Based on the patient’s responses, you can correct any misconceptions and provide appropriate information.

Treatment plans need to involve patients’ input and consent. Ask about their goals and preferences for care and focus on what matters most to them. Check in with your patient about feasibility and acceptability throughout the process, thinking in terms of joint problem-solving and collaborative care. This approach can increase the patient’s satisfaction while reducing demands on your time.

Treatment might involve lifestyle changes, such as a more nutritious diet and regular exercise, as well as medication. Tailor the plan to the patient’s situation and lifestyle and try to reduce disruption to their routine. Keep medication plans as simple and straightforward as possible, indicating the purpose of each medication and when it should be taken. Tell the patient what to expect from the treatment.

These tips may help discussions about medical conditions and treatment plans:

• A doctor’s advice generally receives the greatest credence, so the doctor should introduce treatment plans. Other medical team members can help build on the doctor’s original instructions.
• Let your patients know that you welcome questions. Tell them how to follow up if they think of any additional questions later.
• Some patients won’t ask questions even if they want more information. Consider making information available even if it’s not explicitly requested.
• Offer information through more than one channel. In addition to talking with the patient, you can use fact sheets, drawings, models, or videos. In many cases, referrals to websites and support groups can be helpful.
• Encourage the patient or caregiver to take notes. It’s helpful to offer a pad and pencil. Active involvement in recording information may help your patient better retain information and adhere to the treatment plan.
• Repeat key points about the health problem and treatment plan at every office visit, providing oral and written instructions, and check that the patient and their caregiver understand the information.
• Provide encouragement and continued reinforcement for treatment or necessary lifestyle changes. Call attention to the patient’s strengths and offer ideas for improvement.
• Make it clear that a referral to another doctor, if needed, does not mean you are abandoning the patient.

Confusion and cognitive problems

A patient may still seem confused despite your best efforts to communicate clearly. In those instances, work to:

• Support and reassure the patient, acknowledging when responses are correct or understood.
• Make it clear that the conversation is not a “test” but rather a search for information to help the patient.
• Consider having someone from your staff call the patient to follow up on instructions.

Cognitive impairment, however, is more than general confusion or normal cognitive aging. If you observe changes in an older patient’s cognition or memory, follow up with screening and diagnostic testing, as appropriate.

There are a variety of possible causes of cognitive problems, such as side effects from medications, metabolic and/or endocrine changes, delirium, or untreated depression. Some of these causes can be temporary and reversed with proper treatment. Other causes of cognitive problems, such as Alzheimer’s disease, are chronic conditions but may be treated with medications or nondrug therapies. Having an accurate diagnosis also can help families wanting to improve the person’s quality of life and better prepare for the future.

Read more about Assessing Cognitive Impairment in Older Patients and Caring for Older Patients With Cognitive Impairment.

Sensitive topics

Caring for an older patient requires discussing sensitive topics related to safety, independence, and health. Older patients may be hesitant to bring up certain problems and other concerns such as:

• Advance care planning
• Driving
• Elder abuse
• End of life
• Health care costs
• Long-term care
• Mental health issues, such as depression
• Sexuality and sexual health
• Social isolation and loneliness
• Substance use/misuse, including alcohol
• Urinary incontinence

There are techniques for broaching sensitive subjects that can help you successfully start the conversation. Try to take a universal, nonthreatening approach that frames the subject as a common concern of many older patients (such as, “Many people experience …” or “Some people taking this medication have trouble with…”). You can also share anecdotes about patients in similar circumstances, though always clearly maintaining patient confidentiality, to ease your patient into the discussion.

Some patients will still avoid issues that they think are inappropriate to discuss with clinicians. One way to overcome this hesitation is to keep informative brochures and materials readily available in the exam room and waiting areas. To learn more, please visit https://www.nia.nih.gov/health/health-care-professionals-information/talking-your-older-patients

People with Alzheimer’s disease or a related dementia often have problems managing their money. Research shows that money problems may be one of the first noticeable signs of the disease.

Early on, a person with dementia may be able to perform basic tasks, such as paying bills, but they are likely to have problems with more complicated tasks, such as balancing a bank account. As the disease gets worse, the person may try to hide financial problems to protect their independence. Or the person may not realize that they are losing the ability to handle money matters.

Signs of money problems

Look for signs of money problems such as trouble counting change, paying for a purchase, calculating a tip, balancing a checkbook, or understanding a bank statement. The person may be afraid or worried when they talk about money. You may also find:

• Unopened and unpaid bills
• Lots of new purchases on a credit card bill
• Unexpected new merchandise in the home
• Money missing from the person’s bank account

A family member or legal representative should check bank statements and other financial records each month to see how the person with dementia is doing and step in if there are serious concerns. This can protect the person from becoming a victim of financial abuse or fraud.

Take steps early

Understandably, many older adults will resist allowing someone else to take over their financial affairs. To provide support while also respecting the person’s independence, a family member or trusted friend can do several things to help the person with dementia:

• Start a conversation about the importance of a monthly budget. Help the person develop a spending plan on paper. If the person is comfortable with computers or a smartphone, share information about secure online budgeting tools, many of which are free.
• Set up automated bill payments. Arrange for utilities, mortgage, rent, and other expenses to be paid through automatic deductions from a bank account. This will ensure that bills are paid correctly and on time.
• Discuss ways to help manage spending. Consider giving the person small amounts of cash to have on hand, reducing the spending limit on credit cards, and canceling unneeded credit and debit cards. Offer to go grocery shopping or have items delivered to reduce overspending and ensure the person has what they need at home.

To prevent serious money problems as the disease gets worse, you may have to take charge of the person’s financial affairs through legal arrangements. It’s important to handle the transfer of financial authority with respect and understanding.

You can arrange consent to manage the person’s finances via a durable power of attorney for finances, preferably while the person can still understand and approve the arrangement. To get started, consider taking steps to:

• Establish consent to manage finances. To prevent serious problems, consider naming a legal representative, called a proxy, to access and manage the person’s financial affairs. A lawyer may not be required to establish a legal proxy, but they can provide guidance and advice if needed. Learn more about finding legal resources.
• Plan for long-term care costs. Consider options for help at home, such as a personal care assistant or home health care aide. Find out how much they cost and whether Medicare, Medicaid, or long-term care insurance will cover any of the costs. If the person needs more care, they might move to a residential facility, such as an assisted living community or nursing home. Learn more about paying for long-term care.
• Gather important papers and discuss financial and estate planning. Gather the person’s important records and documents in one place. Basic papers include the person’s birth certificate, insurance information, and banking records. These papers should also include the person’s will and any health care or financial directives to ensure that their wishes are honored. Learn more about advance care planning and the process of getting your affairs in order.

Guard against financial abuse and fraud

People with dementia may be targets of financial abuse or fraud. Sometimes, the person behind it is a stranger. But financial abuse and fraud can also be carried out by a “friend” or family member. Telephone, email, or in-person scams can take many forms, such as:

• Identity theft
• Get-rich-quick offers
• Phony offers of prizes or home or auto repairs
• Insurance scams
• Government impersonator scams
• Health scams, such as ads for unproven memory aids
• Threats or intimidation

Look for signs that the person with dementia may be a victim of financial abuse or fraud. For example:

• Signatures on checks or other papers don’t look like the person’s signature.
• The person’s will has been changed without permission.
• The person’s home is sold, and they did not agree to sell it.
• The person signed legal papers (such as a will, power of attorney, or joint deed to a house) without knowing what the papers mean.
• Valuable belongings, such as jewelry or electronics, are missing from the home.

To lower the risk of telemarketing schemes, help place the person’s phone number on the National Do Not Call Registry. Consider registering the person for fraud alerts through their bank, credit card company, a national credit bureau, or other credit monitoring service.

One reason that scammers target older adults is that they are less likely to report suspected fraud. If you think that someone has been the target of a scam, contact the National Elder Fraud Hotline at 833–372–8311. You can also contact your local police department or the attorney general of your state or territory, and you can report the scam to the Federal Trade Commission. To learn more, please visit https://www.nia.nih.gov/health/legal-and-financial-planning/managing-money-problems-people-dementia.

If you have never been a caregiver before, it may feel daunting at first. There might be tasks to organize, new medical terms to learn, and schedules to coordinate. If you live far away from the person who needs care, you may need to find new ways to stay in touch. This article can help you figure out where to start as a caregiver.

What is caregiving?

Caregiving involves helping another person with everyday activities and tasks. Many caregivers are family members, friends, or neighbors. The kinds of activities that a caregiver may assist with include:

• Personal care, such as dressing, bathing, grooming, using the toilet, and brushing teeth
• Household tasks, such as shopping, laundry, and cleaning
• Preparing food, feeding, and monitoring dietary restrictions
• Health care, including talking to doctors, coordinating medical appointments, and keeping track of medications
• Transportation, such as car rides to appointments
• Financial and legal matters, such as paying bills and organizing important documents

New to caregiving? Here’s what to do first

Caregiving can be overwhelming, especially at the beginning. Try to tackle one task at a time. The following offers some ways to get started.

Find out as much as you can about the person’s medical situation

Learn about the person’s health and any treatments they are receiving. Knowing the details of their situation can help you understand what is going on, anticipate how an illness might change or worsen over time, and manage the person’s health care. It can also make talking with the person’s doctors easier and reduce the likelihood of a medical crisis.

The older person may be hesitant to share their health information. They may not want to worry you, or they may not want others to know how serious their health issues have become. Approach these conversations sensitively and explain why you’re asking questions about their health.

If the person isn’t comfortable talking about it themselves, they may be willing for you to talk with their health care provider instead. By law, you will need written permission to receive medical information about the person unless they are with you in person and able to give consent. The health care provider’s office can explain the process and provide the necessary forms.

Determine where to get help

Consider asking family members and friends to share caregiving tasks. Read more about sharing caregiving responsibilities with family members.

If someone you know and trust is also a caregiver, ask them for tips and recommendations for resources near you. You can also look for resources online or in your community, such as local and state offices on aging, social service agencies, or nearby senior centers.

The Eldercare Locator can help you find resources in your area, including in-home help, transportation, and modifications to make a person’s home safer and easier to get around. It can also provide information about paying for care. Visit the Eldercare Locator or call 800-677-1116.

Get training if needed

Many people don’t have caregiving experience when they are first needed. Caregiver training is available from many sources, including hospitals, state and local governments, and nonprofit organizations. Training courses are often free or low-cost, and some can be completed online. Medicare and Medicaid, which are government insurance programs, will sometimes pay for caregiver training.

You can also review these worksheets to help you coordinate care and keep track of your caregiving responsibilities and needs.

How can you help with caregiving when you live far away?

Many people live far away from their family or friends who need help. If you don’t live nearby, you can still provide support and assistance as a long-distance caregiver.

These are a few ways to begin:

• Ask the person receiving care and the primary caregiver, if there is one, how you can be most helpful.
• Talk to people you know who are long-distance caregivers to see if they have suggestions about ways to help.
• Find out more about available resources in the older person’s community. For suggestions, search the Eldercare Locator or call 800-677-1116.
• Develop a good understanding of the person’s health issues and other care needs.
• Offer to provide occasional respite care to give the primary caregiver a break.
• When you visit, look for tasks that need to be done and can be taken care of from a distance.

Find more information about long-distance caregiving, including how you can help, ways to stay in touch, and resources for caregivers who live far away.

To learn more, please visit https://www.nia.nih.gov/health/caregiving/getting-started-caregiving.

Scientists continue to make great strides in identifying potential new ways to diagnose, treat, and even prevent Alzheimer’s disease and related dementias. These medical advances would not be possible without the participation of a diverse range of clinical trial and study volunteers.

When you choose to participate in research, you become an important part of scientific discovery. Your contribution may also help your family, community, and future generations lead healthier lives.

Why participate in Alzheimer’s and related dementias research?

There are many reasons you might choose to participate in Alzheimer’s and related dementias research. You may want to:

• Help people, including family members, who may be at risk for developing Alzheimer’s or a related dementia in the future
• Feel like you’re playing a more active role in your health
• Learn more about dementia and your health, including symptoms and risk factors
• Find out about resources, such as educational materials and support groups

Who can participate in dementia research?

Nearly everyone can participate in Alzheimer’s and related dementias research. To ensure that prevention strategies and treatments help as many people as possible, volunteers are needed from a wide variety of communities and backgrounds. You do not need to be an older adult or be living with dementia to participate in clinical trials and studies.

Volunteers include:

• Participants of different sexes, races, ethnicities, and life experiences
• Both younger and older individuals
• People diagnosed with Alzheimer’s or a related dementia, such as Lewy body dementia, vascular dementia, frontotemporal disorders, or limbic-predominant age-related TDP-43 encephalopathy (LATE)
• People with symptoms of dementia who have no diagnosis or an uncertain diagnosis
• People who may have an increased risk of Alzheimer’s or a related dementia, given their family history, genetic makeup, or biomarkers, which are measures that could signal very early stages of disease
• People living with Down syndrome, who are at higher risk for Alzheimer’s
• People without memory loss or dementia
• Caregivers of people living with dementia

How do I know if a clinical trial or study is a good fit for me?

Are you looking for something short-term or research that follows participants over a longer time? Do you want to be part of in-person research, or would you be more interested in taking online surveys? Many different types of clinical trials and studies are available, and there are likely options that would work for you.

Researchers carefully screen all volunteers to ensure they are appropriate for particular studies. The screening may involve cognitive and physical tests, and you may be asked questions about your health, medications, and family history. Researchers also need to make certain that people are a good fit for safety reasons. For example, if a study involves MRI, the research team will ask questions to confirm that type of scan is safe for you.

To take part in a clinical trial or study, you may need to have certain characteristics called inclusion criteria. These criteria might include age, stage of dementia, sex, genetic profile, and whether or not you have a study partner who can accompany you.

Some people are unable to participate in certain clinical trials because they have particular characteristics, which are called exclusion criteria. These criteria can include factors such as specific health conditions or medications that could interfere with the study. Most of the time, you can only participate in one research study at a time.

Learn more about how researchers decide who participates in clinical research studies.

What new approaches are researchers exploring?

When people think of research, they often think of a clinical trial that is testing a new drug. But there are many types of research that need participants. Here are some of the areas related to Alzheimer’s and related dementias that researchers are exploring:

• Medications. Drug trials evaluate the safety and effectiveness of medications and therapies designed to help prevent disease or slow disease progression.
• Non-medication strategies. These studies evaluate the safety and effectiveness of lifestyle and behavioral changes, such as exercise, changes in diet, or brain training, to help prevent disease, slow disease progression, or improve quality of life for people with dementia.
• Diagnostic tools. New approaches, such as a blood test or a new type of brain scan, are tested to see whether they can accurately diagnose Alzheimer’s or a related dementia.
• Medical devices. Medical devices are instruments, tools, and other equipment that can monitor and manage disease symptoms. Examples include electronic devices that directly stimulate the brain and digital assistants to help with everyday tasks. Studies of medical devices determine whether they are safe and effective.
• Treatments for changes in mood and personality. These studies test medication and non-medication strategies to treat common behavioral symptoms of Alzheimer’s, including sleeplessness, wandering, agitation, anxiety, aggression, restlessness, and depression.
• Support for caregivers. Caring for someone with dementia can be challenging. Researchers are testing ways to reduce stress and increase overall well-being for caregivers and quality of life for people living with dementia.
• Attitudes and knowledge. Some studies are designed to learn people’s views about dementia, caregiving, or particular treatments, or to test educational tools to increase people’s knowledge.

How can I learn about dementia research near me?

Looking for clinical research about Alzheimer’s or a related dementia? Talk to your health care provider and use online resources to:

• Sign up for a registry or a matching service that may invite you to participate in studies or trials when they are available in your area.
• Contact one of the NIA-funded Alzheimer’s Disease Research Centers near you. They offer information about diagnosis and treatment, research participation opportunities, and support groups.
• Search the Alzheimers.gov Clinical Trials Finder.
• Explore clinical trials and studies sponsored by NIA.

After you find one or more clinical trials or studies that you are interested in, the next step is for you or your doctor to contact the research staff and ask questions. You can usually find contact information in the description of the study.

Let your health care provider know if you are thinking about joining a clinical trial or study. Your provider may want to talk to the research team to ensure the research is safe for you and to help coordinate your care.

How do researchers ensure that someone with dementia understands and agrees to a study?

Typically, before someone decides to participate in a clinical trial or study, research coordinators will go over all the key details with that person. If the volunteer understands and agrees to participate in the trial, they sign a form. During the study, the researchers will continue to provide information to the participant and answer any questions. This process of going over the research details, signing the form, and having ongoing communication is called informed consent.

Informed consent can work differently with research participants who have dementia. While some people with dementia can still make decisions for themselves about participating in research, others cannot. The “decision-making capacity” of a person living with dementia is determined by their health care provider or someone from the research team. If the person cannot provide informed consent because of cognitive impairment, an authorized legal representative or health care proxy may give permission for the person to participate.

After the research is explained, the person or their legal representative will be asked to sign the informed consent form, which states that they understand what the study involves and agree to participate. This document is not a contract — you can leave the study at any time and for any reason. You should feel free to discuss any concerns with the study coordinators.

Read more about informed consent and other safeguards to protect clinical research volunteers.

What questions should I ask before participating in clinical research?

Choosing to participate in research is an important decision for you and your family. Take your time deciding whether a clinical trial or study is right for you. Get answers to your questions and know your options before you decide. Here are a few questions you might ask the research team when thinking about participating:

• What is this study trying to find out?
• How is the study different from standard medical care?
• If the study tests a treatment, what are the possible risks, side effects, and benefits?
• Where will the study take place and how long will it last?
• Will I learn any information about my own brain health or risk factors?
• Will I and/or my study partner be paid for our time or reimbursed for travel expenses?
• How will the research team protect my health while I participate?
• What happens if I withdraw from the study early?
• What can I expect after the study ends?

Read more questions you might want to ask before participating in clinical research.

To learn more, please visit https://www.nia.nih.gov/health/clinical-trials-and-studies/participating-alzheimers-disease-and-related-dementias-research.

Physical activity is essential for healthy aging, and it can be beneficial at any stage of life. Some potential benefits are immediate, such as reduced feelings of anxiety, reduced blood pressure, and improved sleep. Others are long term and require consistent physical activity over time, such as reduced risk of cardiovascular disease, type 2 diabetes, and some cancers.

Importance of an active lifestyle for older adults

It’s never too late to start being physically active and to achieve the benefits of an active lifestyle. Older adults can benefit from all three types of exercise: aerobic, muscle-strengthening, and balance. Many activities, from exercise programs to household tasks, can count towards the 150 minutes of moderate-intensity aerobic activity and two days of muscle-strengthening activities recommended each week.

Physical activity can be an opportunity to participate in activities you enjoy, spend time with friends and family, get outdoors, improve fitness, and maintain a healthy weight. Additionally, being physically active as an older adult may improve your health and health-related quality of life. Active older adults also tend to live longer!

Functional ability and fall prevention

Physical activity improves physical function, making it easier to perform tasks of daily living — including household chores, getting into or out of a bed or chair, and moving around the neighborhood. This increased functional ability can help maintain independence and support independent living for older adults.

Movement and exercise may offer protection against osteoporosis and age-related loss of muscle mass, strength, and function, also known as sarcopenia. The health and functional ability of bones and muscles are especially important for older adults, who are at higher risk for falls and fall-related injuries. Improved physical function can reduce the risk of falls and likelihood of serious injury if there is a fall.

Disease risk and chronic health conditions

Physical activity helps to prevent certain diseases and chronic health conditions that are common among older adults. Older adults who are physically active have a lower risk of:

• Cardiovascular disease (including heart disease and stroke) and death caused by it
• High blood pressure
• Type 2 diabetes
• High cholesterol
• Obesity
• Cancers of the bladder, breast, colon, endometrium, esophagus, kidney, lung, and stomach
• Dementia (including Alzheimer’s disease)
• Depression

Being active can also help to slow or manage chronic disease and to delay death. For older adults who are managing a diagnosis, exercising with chronic conditions can improve quality of life and reduce the risk of developing new health conditions.

Mental and emotional health

Physical activity supports emotional and mental health in addition to physical health. Physical activity can help reduce feelings of depression and anxiety, improve sleep, and benefit overall emotional well-being. It may also improve or maintain some aspects of cognitive function, such as your ability to shift quickly between tasks, plan an activity, and ignore irrelevant information. Older adults who exercise with others get the added benefit of social connection as well.

Try these exercise ideas and see how you feel!

• Walking, bicycling, or dancing. Endurance activities increase your breathing, get your heart pumping, and boost chemicals in your body that may improve mood.
• Yoga. This mind and body practice typically combines physical postures, breathing exercises, and relaxation.
• Tai Chi. This “moving meditation” involves shifting the body slowly, gently, and precisely, while breathing deeply.
• An activity you enjoy. Whether it’s gardening, playing tennis, kicking around a soccer ball with your grandchildren, or something else, choose an activity that you want to do, not have to do.

To learn more, please visit https://www.nia.nih.gov/health/exercise-and-physical-activity/health-benefits-exercise-and-physical-activity.

There may come a time when you can no longer care for a person with Alzheimer’s disease at home. When that happens, you will need to find another place for that person to live.

You may feel guilty or upset about this decision, but as the disease worsens, it could be the best or even the only way to provide the optimal level of care that your loved one needs. Remember that many caregivers reach this point. Moving the person to a care facility may give you greater peace of mind.

Even after you decide the person needs to relocate, choosing the right place can be challenging. The process involves learning about long-term care facilities, arranging visits, and asking the right questions.

Different types of long-term care facilities

Long-term care facilities are not one-size-fits-all. Facility-based long-term care services include assisted living facilities, group homes, and nursing homes. Some facilities offer only housing and housekeeping, but many also provide personal care and medical services. Many facilities offer special programs for people with Alzheimer’s or other types of dementia.

Learn about the different types of places to determine where the person with Alzheimer’s will feel most comfortable.

• Assisted living facilities. Assisted living facilities have rooms or apartments. They’re for people who may need some help with daily tasks but do not need around-the-clock care. Some assisted living facilities have special Alzheimer’s units with staff who check on and care for people with dementia. You must pay for the cost of the room or apartment, and you may need to pay extra for any special care. Some assisted living facilities are part of a larger organization that also offers other levels of care. For example, continuing care retirement communities offer independent living and skilled nursing care.
• Group homes. A group home is a home for people who can no longer care for themselves. Several people receiving care live in the home. At least one caregiver is on site at all times. The staff takes care of the people living there by making meals, helping with grooming and medication, and providing for other needs. These homes may not be inspected or regulated but may still provide high-quality care.
• Nursing homes. Nursing homes are for people who can’t care for themselves anymore and may need ongoing medical care. Some nursing homes have special Alzheimer’s care units. These units are often in separate sections of the building where staff members have special training to care for people with dementia. Some units are designed with the goal of making the person feel more like they are at home. They provide special activities, meals, and medical care. Nursing homes are inspected and regulated by state governments.

Visiting facilities

Once you decide what kind of long-term care facility works for your loved one’s needs, choose a few places to visit. Talk with friends, relatives, social workers, or your religious community to find out what places they suggest. Check with health care providers about which nursing homes they feel provide good care. Call the facilities to learn more and to schedule visits.

Visit at different times of day and meet with the facility’s leaders to get a full understanding of how the facility works and treats the people who stay there.

Ask yourself:

• How does the staff care for the residents?
• Is the staff friendly?
• Does the place feel comfortable?
• How do the people who live there look? Are they clean and well cared for?
• Are mealtimes comfortable for people living there?
• Is the facility well-maintained? Does it look and smell clean?
• Do staff members speak to residents with patience and respect?

Ask the staff:

• What activities are planned for residents?
• How many staff members are at the facility? And how many of them are trained to provide medical
• care if needed?
• How many residents in the facility have Alzheimer’s?
• Does the facility have a special unit for people with Alzheimer’s? If so, what kinds of services does it provide? Are the costs for this unit different than those for the rest of the facility?
• Is there a doctor who checks on residents on a regular basis? How often?
• What is a typical day like for the person with Alzheimer’s?
• Is there a safe place for the person to go outside?
• What is included in the fee? What services or options would cost extra?
• How would my loved one get to medical appointments?

Talk with other caregivers who have a loved one at the facility. Find out what they think about the place. Ask about the total costs of care. Each facility is different, so you want to find out if long-term care insurance, Medicaid, or Medicare will pay for any of the costs.

If you’re asked to sign a contract, ensure you understand what you are agreeing to.

Making moving day easier

Moving a person with Alzheimer’s to an assisted living facility, group home, or nursing home is a big change for both the person and their caregiver. You may feel many emotions, from a sense of loss and sadness to guilt or even relief. It is okay to have all these feelings. A social worker or someone from a private service may be able to help you plan for and adjust to this big change. It’s important to have support during this difficult step.

Here are some things that may help:

• Know that the moving day can be very stressful.
• Talk to a social worker about your feelings about moving the person into a new place. Find out how to help the person with Alzheimer’s adjust.
• Get to know the staff before the person moves into a facility. Talk with them about ways to make the transition go smoothly.
• Be an advocate for the needs and preferences of the person with Alzheimer’s.
• Be supportive and listen to any concerns, but don’t argue with the person with Alzheimer’s about why they need to be there.

Once the person has moved to their new home, check in regularly to see how they are doing. As the caregiver, you probably know the person best. Look for signs that they may need more attention, are taking too much or not enough medication, or may not be getting the care they need. Build a relationship with staff so that you work together as care partners.

You may also be interested in

• Learning more about long-term care
• Reading about ways to pay for long-term care
• Getting tips for how to take care of yourself as an Alzheimer’s caregiver

For more information

NIA Alzheimer’s and related Dementias Education and Referral (ADEAR) Center
800-438-4380
adear@nia.nih.gov
www.nia.nih.gov/alzheimers
The NIA ADEAR Center offers information and publications for download (PDF) about Alzheimer’s and related dementias for families, caregivers, and health professionals. ADEAR Center staff answer telephone, email, and written requests and make referrals to local and national resources.

Alzheimers.gov
www.alzheimers.gov
Explore the Alzheimers.gov website for information and resources on Alzheimer’s and related dementias from across the federal government.

Eldercare Locator
800-677-1116
eldercarelocator@USAging.org
https://eldercare.acl.gov

LongTermCare.gov
202-619-0724
aclinfo@acl.hhs.gov
https://acl.gov/ltc

Family Caregiver Alliance
800-445-8106
info@caregiver.org
www.caregiver.org