Introduction

This study aimed to evaluate the effectiveness of a structured cognitive training programme among people diagnosed with Alzheimer’s disease. The programme was based on errorless-learning principles.

Material and methods

Nine participants (mean age = 73.33) completed a 12-week paper-pencil intervention based on errorless learning. The procedure targeted five cognitive domains: memory, attention, language, visuospatial, and executive functions. Cognitive functioning was assessed using Addenbrooke’s Cognitive Examination III, the California Verbal Learning Test, the Attention and Perceptiveness Test, and the Hospital Anxiety and Depression Scale. Assessments were obtained: before the intervention, immediately after the intervention, and at three and six months. Due to the small sample size, the non-parametric Wilcoxon signed-rank test was used to calculate the results.

Results

Initial observations suggest statistically significant improvements across global cognition and four of the five subscales of Addenbrooke’s Cognitive Examination III (p < 0.05). Global cognition scores remained improved throughout the six-month follow-up period. While secondary measures exhibited notable inter-subject variability and did not reach statistical significance, the observed longitudinal stability in global functioning represents a clinically meaningful outcome in a neurodegenerative context.

Conclusions

The implementation of a structured cognitive intervention grounded in errorless learning principles demonstrates efficacy in the preservation of neuropsychological functioning among individuals with Alzheimer’s disease. These findings highlight the clinical utility of non-pharmacological interventions as a critical component in the long-term management of neurodegenerative diseases.