Cognitive Activities
Cognitive stimulation has been fund to produce improvements in communication, socialization, quality of life, mood and behavior through cognitive stimulation (Woods et al., 2023). With further researching finding additional positive and significant effects on individuals later on in life, such as increased cognitive performance and brain volume (Bae et al., 2020).
01
Jenga+Reminiscence Therapy
Materials: Jenga pieces, sharpies, and reminiscence therapy questions
Directions: Before starting the game write down open ended reminiscence therapy questions on each Jenga piece (you can find ideas for questions online). Have the individual(s) sit at a table or on chairs around the Jenga game and have them help build up the Jenga tower. Then have the individual(s) take turns and pull out a wooden block from the tower one at a time and answer the question on the Jenga piece. After they answer the question, have them replace the wooden block to the top of the tower. Whoever makes the tower fall first loses and has to help rebuild the tower!
Hints for success:
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Bigger Jenga towers work best for individuals with tremors, poor eyesight, poor coordination or poor visual-spatial perception
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Write with sharpie and make sure the writing is dark, clear, and large enough to be read
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Utilize questions that will help evoke a memory with the individual. Make the questions tailored to the individual(s) if possible
Grade Up:
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Complete in standing
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Use a Jenga tower with smaller pieces
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Have them set up the tower
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Have all individuals answer the questions
Grade Down:
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Complete in sitting
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Help pull out the Jenga piece and have them pull the last part or hand them the piece
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Point out which piece they should pull out
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Set up the tower for them
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Use a Jenga tower with larger pieces
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Change the question as needed
Activity Addresses:
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Fine motor coordination
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Reminiscence Therapy
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Motor Planning
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Grip Strength
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Upper Extremity Range of Motion
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Visual-spatial perception
02
Blackjack (21)
Materials: Deck of cards (Optional: poker chips )
Directions: Have the individuals or yourself shuffle the cards of the deck. After that, lead the game by acting as the dealer and giving everyone who is playing (including yourself) two cards. Everyone can look at their own cards in private (or together if they need more help). The object of the game is to get as close as possible to the number “21”, so have individuals add up their two cards to see how close they are. If everyone is happy with their number then no one need to pick up another card from the deck or receive a "hit". If someone wants to pick another card or multiple cards to try to get closer to 21 then they may take a "hit" and pick up another card from the deck. If someone picks up a card and goes over 21 then they have busted and are out of the round. When everyone is happy with their cards they can show them and whoever is closest to 21 wins! (Face cards are 10, Aces are 11 or 1)
Hints for success:
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Repeat instructions and the goal of getting 21 throughout activity
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Use poker chips as bets for more fun each round
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This activity will work best for individuals who played cards a lot prior to their diagnosis
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The game sounds more complicated than it is! Basically try to get as close as possible to 21 without going over!
Grade Up:
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Use poker chips and make a system of betting (increasing the rules)
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Have individual(s) shuffle the deck
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Have them count their own cards
Grade Down:
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Have them show their cards and assist with deciding to pick up or stay with cards they have
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Add cards for them
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Do not use poker chips, keep it as simple as possible
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Pick a number to reach that they will remember (write number on table for them to see)
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Make all face cards and aces 10 or remove all face cards and aces from the deck before playing
Activity Addresses:
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Fine motor coordination
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Cognition
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Multi-step directions
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Pinch Srength
03
Slapjack
Materials: Deck of cards
Directions: Before starting give the individual(s) one to two numbers to remember throughout the activity. Shuffle the deck of cards. When done shuffling, begin to flip one card over at a time on top of one another. When a card with a number that they were given appears, have them slap the card or table. Whoever hits it first, wins the card. Repeat throughout the whole deck.
Hints for success:
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Repeat instructions and the numbers they want to find throughout the activity
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Start off at slower pace to allow for them to process the card
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Use familiar basic cards
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Place cards in an area where all individual(s) can see them clearly
Grade Up:
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Increase speed of flipping cards
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Pick more than 2 numbers for them to remember
Grade Down:
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Provide a visual cue for the numbers they are looking for (write number on table)
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Slow down when the card they are suppose to slap appears
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Pick numbers or cards that will be easier for them to remember (consecutive numbers 4-5)
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Pick one number to remember
Activity Addresses:
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Fine motor coordination
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Cognition
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Following directions
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Reflexes
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Gross motor coordination
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Visual scanning
04
Crosswords/Word Searches
Materials: Crossword Puzzle/Word Search Books, pen/pencil, or free online printouts
Directions: Print out sheets or hand the individual(s) a book of crossword puzzles/word searches. Choose levels that will be appropriate for them and that will promote success. If they are familiar with them, have them start, if they need directions show them and provide written as well as verbal instructions.
Hints for success:
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If the person performs best in a quiet environment, make the environment quiet and relaxing
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If the person perform best with noise, play light music in the background
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Start with kid puzzles increase their likelihood for success
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Make sure print is large enough for them to see
Grade Up:
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Increase difficulty of word searches/crosswords
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Use harder, less familiar words
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Provide them with the entire word search/crossword book and allow them to pick which puzzles they would like to work on
Grade Down:
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Decrease difficulty of word searches/crosswords
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Use more familiar words
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Make sure sheets are not visually distracting (no images, not multicolored, no multi-fonts)
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Provide them with one sheet at a time
Activity Addresses:
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Cognition
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Visual Scanning
Crosswords and Word Searches: https://www.puzzles-to-print.com/word-searches-for-kids/
Word Searches: https://www.cool2bkids.com/printables/word-search/
05
Letter Tap/Move
Materials: Sharpie and Post-its
Directions: Write out the alphabet on post-its (A-Z, one letter on each post-it). Shuffle the post-its and choose 10-15 (or whatever number you find appropriate) and place them on a wall or desk in front of the individual(s). Have the individual(s) either point or pick up the post-its to spell as many words as possible with the letters you provided.
Hints for success:
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Use the same color post-its for the entire alphabet
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Make letters large, clear, and bold
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Play with them
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Write down what words have been used already
Grade Up:
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Perform in standing
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Have them pick up and move the post-its to create the word
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Provide less vowels and/or common letters
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Time them to see how many words they can get in a period of time
Grade Down:
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Perform in sitting
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Have them point to letters, as you move them, to create the word
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Provide more vowels and/or common letters
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Provide cues or hints for words they can make
Activity Addresses:
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Cognition
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Visual Scanning
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Fine Motor Coordination
06
Have You Ever?
Materials: None!
Directions: Have individual(s) stand in a horizontal line across the room, with you in the front of the room on the opposite side. Direct individuals to take a step up every time they have done something that you say. For example you would say something like “Step up if you have been to Ireland” and if they have been to Ireland they can take one step up, if they have not then they will stay where they are. The first person who reaches you at the end of the room will be the winner. You can stop and talk about the experiences and stories that come up as you play the game!
Hints for success:
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Talk loud and clear
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Have people nearby to assist you will reminding them to step up or stay where they are
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If someone is wheelchair bound than have them either push them self up around one step size or push them yourself
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Make the room quiet and as least distracting as possible
Grade Up:
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Perform in standing
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Use less common tasks/questions
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Make distance longer
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Ask reminiscence questions throughout activity
Grade Down:
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If individual(s) have poor balance or poor activity tolerance have them clap or raise their hand for each task they have done
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Use simple direct questions
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Use common tasks/questions
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Make distance shorter
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Provide seated rest breaks
Activity Addresses:
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Cognition
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Reminiscence Therapy
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Activity tolerance/endurance
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Standing tolerance
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Ambulation
07
Words That Start With-/End With-
Materials: White board and markers or paper and pen
Directions: Start the activity by writing letter combinations such as “ch-” on top of the board or on a piece of paper (try to think of letter combinations that are common)! From there, work together to think of words that start “ch” such as “chop”, “cheese”, or “cheap.” Continue thinking of words and count them all up when finished. Continue with other letter combinations, such as words that end in -en, -ion, etc.
Hints for success:
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Talk loud and clear
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Write letters and words down clearly and large enough to read
Grade Up:
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Use more difficult combinations
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Time the activity
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Make it a competition
Grade Down:
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Use more common combinations
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Provide hints or cues of words that they can make with the combination
Activity Addresses:
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Cognition
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Memory
08
Puzzles
Materials: Puzzle or print out puzzle pieces online
Directions: Have the individual(s) complete a puzzle while in a relaxing environment. You can buy a puzzle or find printable puzzles online.
Hints for success:
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Start easy with a smaller number of pieces such as a 10-20 piece puzzle and build from their based on their success and interest
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Work together on the task
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Play music in the background
Grade Up:
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Increase the number of pieces and the difficulty of the puzzle
Grade Down:
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Decrease the number of pieces and the difficulty of the puzzle
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Create the border of the puzzle for them
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Provide cues on what pieces go where
Activity Addresses:
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Cognition
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Fine Motor Coordination
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Visual Scanning
09
Old Sport Games/Sporting Events
Materials: Television or Computer
Directions: If the individual(s) are interested in sports and are fans of particular teams, search the internet for previous games that where important or rememberable from their past. Talk about the game or sporting event and all the memories that came along with it.
Hints for success:
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Have the game or event be meaningful to the individual
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Evoke memories by asking questions
Activity Addresses:
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Reminiscence Therapy- Memory
10
Finish the Phrase
Materials: List of common catchphrases (https://skagitadultdayprogram.org/wp-content/uploads/2020/04/finish-the-phrase.pdf)
Directions: Start the catchphrase and have the individual(s) guess the ending of the phrase. You can either say it or write it down on a whiteboard.
Hints for success:
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Talk clearly, slowly, and loudly
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Give them time to respond
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Repeat catch phrase as needed
Grade Up:
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Pick harder catch phrases
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Leave more out of the phrase, have them fill in more words
Grade Down:
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Pick easier more common catch phrases
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Provide hints for what the missing word may be
Activity Addresses:
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Cognition
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Long term memory
11
Color Tap
Materials: Cones or three objects of different colors
Directions: Have the individual(s) sitting on their chair and call out color combinations. When you are done calling out the combination, have the individual(s) tap the cones in that color combination with their feet. Repeat.
Hints for success:
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Talk loud and clear
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Have a quiet environment that is not distracting
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Use numbers if someone is color blind
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Start easy with smaller combinations and only a few different colors
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If someone is unable to tap with their feet, they can use their hands when seated at a table
Grade Up:
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Call out more difficult combinations
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Add additional colors
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Increase the speed of calling out combinations
Grade Down:
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Call out less difficult combinations
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Have them tap as you say the colors instead of waiting and trying to remember the colors
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Decrease number of colors utilized
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Decrease the speed of your voice while calling out the combinations
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Repeat combinations several times before having them tap the cones
Activity Addresses:
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Cognition
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Memory- immediate recall
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Lower body movement/Range of motion
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Weight shifting
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Sitting Balance
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Visual Scanning
12
Make Words Out of This Word
Materials: White Board or pen and paper
Directions: Find words that are large and have many letters within them that can be utilized to create other words. For example if the word “Fabricate” is used, then the letters within that word can also be used to create the words “cat”, “brace”, “crate”, “tab”, etc.
Hints for success:
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Talk loud and clear
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The longer the word the more options that will be available to create other words
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Have a quiet environment that is not distracting
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Write down words created on whiteboard or paper. Write them largely and clearly so all individuals can see them and recall that they have been used
Grade Up:
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Utilize more difficult starting words (shorter words, words with less vowels)
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Add a timer to make it competitive
Grade Down:
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Utilize easier starting words with many options for creating simple words (longer words, words with many vowels)
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Have them reach a target number of words to promote participation and establish an ending for the activity
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Provide cues or hints to words that are within the word
Activity Addresses:
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Cognition
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Visual Scanning
13
Listening to Music
Materials: Something to play music on such as a radio, record player, phone, computer, television, cd player, etc.
Directions: Have the individual(s) in a relaxing or fun environment and put on some of their favorite music. Allow them to listen to the full song and sing along if they want to! If they have recommendations, put those songs on and if there are old dances or music videos that go along with the song feel free to play as well.
Hints for success:
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Have the music loud enough for them to hear, but not too loud where the environment is no longer relaxing or comfortable
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Play music that interests them and that they know
Grade Up:
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Ask reminiscence therapy questions regarding the music to promote further cognitive stimulation
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Karaoke can be a great activity to use for those that love music and singing along to songs
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Have them choose the next song or name their favorite artist
Grade Down:
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Choose the playlist for them based on their preferences
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Allow them to sit, relax, and just enjoy the music.
Activity Addresses:
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Cognition
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Reminiscence Therapy
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Sensory Stimulation
14
Sensory Smells
Materials: Cotton Ball and essential oils or anything that creates scents such as candles, diffusers, perfume/cologne, herbs, cooking/baking, coffee, etc.
Directions: Have the individual(s) in a relaxing or fun environment and bring some of their favorite scents into the room. This can be done by having them in the room while you're cooking or baking or by creating a game out of it. To play a sensory smells game, utilize a cotton ball and some essential oils with different scents. Drop a little bit of essential oil on the cotton ball and have them smell the cotton ball. See if they are able to determine the scent and what kind of memories those smells provoke.
Hints for success:
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Use familiar calming scents
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Ask reminiscence therapy questions regarding the smells and memories they have about those smells
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Be extra careful with essential oils and do not overuse them as they are stronger forms of the scent
Grade Up:
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Make a game out of the scents
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Ask reminiscence therapy questions regarding the scents
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Have them match the scents with the bottle or items that create that smell
Grade Down:
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Choose a more passive way of providing sensory stimulation such as candles, baking, or the use of a diffuser
Activity Addresses:
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Cognition-Memory
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Reminiscence Therapy
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Sensory Stimulation
15
Verbal Charades
Materials: Words (optional-picture cards and whiteboard)
Directions: Have the individual sit either in front of a whiteboard with a word behind them or show all members playing the game the word (on a card or piece of paper) except for the one individual who is guessing. After everyone but the guessing player knows the word, have members take turns describing the word without saying what it actually is. For example if the word is “cat”, someone may say “you can pet it”, “it’s furry”, “people have it as pets”, or “it meows.” Have the guessing player call out what they think it is at any point!
Hints for success:
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Use familiar words or items as the guessing word
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Promote success early on by providing cues or hints as needed
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Words that go along with images may be helpful in assisting members with remembering how to describe the word
Grade Up:
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Split the group into teams and make it a competition
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Choose harder more challenging guessing words
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Add a timer to make it more competitive
Grade Down:
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Provide cues to assist the individual with determining what the word is
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Choose easier and less challenging guessing words
Activity Addresses:
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Cognition
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Verbalization
16
What's in the Bag or Sock
Materials: Socks or bags filled with items
Directions: Fill socks or bags (non-translucent) with items such as coins, Legos, keys, marbles, etc. and have them guess the items that are inside without seeing the items. Have them use their sense of touch to predict what is in the sock. If you have multiple individuals you can have everyone feel what’s in the sock/bag before having them guess (if they will be unable to remember their guess, have them write down their guess right after feeling the items).
Hints for success:
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Use familiar items in the beginning to promote success
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Allow them to hold the item for long enough to predict what it may be
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Color code the socks or bags by the difficulty of determining the item
Grade Up:
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Choose harder and less familiar items to place in the sock/bag
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Time them to guess an answer
Grade Down:
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Choose easier and more familiar items to place in the sock/bag
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Provide cues or hints regarding the items in the sock/bag
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Ask for descriptions of what is in the sock instead of what the actual item is. For example, ask questions like “is it soft?” or “is it round?”
Activity Addresses:
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Cognition
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Sensory stimulation
Trivia Questions: https://keepingbusy.com/blogs/dementia/easy-trivia-questions
17
Trivia
Materials: Just some trivia questions! Links are provided beneath the photo for trivia for seniors and individuals with dementia.
Directions: Have the individual(s) answer trivia questions either in groups or individually. You can ask or write the question down and have them verbally answer or write the answer down.
Hints for success:
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Start with familiar trivia that will ensure success early on. This will help with the level of engagement early on in the activity
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Make it a fun environment
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Ask reminiscence therapy questions regarding the trivia questions to promote cognitive stimulation
Grade Up:
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Do not provide multiple choice answers
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Utilize harder trivia questions
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Split groups into teams or make it a competition amongst individuals
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Add a timer to make it more competitive
Grade Down:
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Provide multiple choice answers
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Utilize easier trivia questions
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Provide hints for the answer
Activity Addresses:
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Cognition
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Reminiscence Therapy
18
Dominoes
Materials: Dominoes
Directions: Have the individual(s) sit around a table and give everyone 7 dominoes each. Place the first domino down face up and have the first individual match one end of their tiles to the domino that is on the table. For example if the initial tile had a 1 and 6, the individual would have to put down a tile that has either a 1 or 6 on either side of the tile (the alternate number that they did not match on the tile does not matter as the next person will have the opportunity to match that number). Continue the game by going clockwise and having each participant add a matching tile to the previously played tiles. If a double is played (for example two 6”s on both sides of the tile) the tile is then positioned horizontally on the table. If someone does not have a matching tile to any of the end tile pieces they must draw a new domino. Whoever has no tiles left first wins the game.
Hints for success:
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Start slow and demonstrate how to play by showing your tiles and explaining why you are placing your dominoes where you are
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Play with them
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Play light music in the background
Grade Up:
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Have the individual(s) “hide” their tiles so you cannot see them
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Play with an increased number of initial tiles
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Have the individual match the tiles independently
Grade Down:
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Have the individual(s) lay down their tiles so you can help assist them in picking the right tiles
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Ask them either or questions such as “would you like to play the 6 or the 1)
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Give them decreased options by showing them only two of the tiles they can choose from
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Assist them in determining what numbers they can play by asking “do you have any 5’s?”)
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Decrease the number of initial dominoes provided
Activity Addresses:
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Visual scanning
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Pinch strength
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Fine motor coordination
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Cognition
Matching Game
19
Materials: Matching cards (https://a.co/d/a4yRlwl)
Directions: Have the individual(s) sit around a table and place the matching game cards down on the table in rows (4x4 or bigger depending on cognitive level). Have the individual(s) flip two cards at a time in order to find a match. If they flip two cards that are a match, those cards can remain face-up. If they do not flip two cards that are a match, those cards must be placed back face-down in the exact spot they were prior to the flip.
Hints for success:
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Start slow and demonstrate how to play by showing that their are matching cards and explaining why you are picking the cards you are
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Play with them
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Play light music in the background
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Start with a small grid in order to promote success and engagement
Grade Up:
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Play with a bigger grid that consists of an increased number of cards/matches
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Do not provide cues or hints as to where matches may be
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Perform the game in standing
Grade Down:
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Play with a smaller grid that consists of a decreased number of cards/matches
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Provide cues or hunts to where matches may be
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Keep one or several cards flipped over face up and have them try to find the match
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Perform in sitting
Activity Addresses:
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Visual scanning
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Fine motor coordination
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Cognition/memory
20
Categories
Materials: Paper and pencils or whiteboard
Directions: Pick a category such as "things you do with your hands" or "sports" and have the individual(s) name things or items that fit into that category. Write down the answers on the board or a piece of paper so you can recall what has already been said.
Hints for success:
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Start with an easier category in order to ensure success and promote engagement early on
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Play with them!
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Play in a quiet environment so they can hear the answers that have been said
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Write large and clear enough for the individual(s) to be able to read the answers that have been already said
Grade Up:
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Pick a harder category that has fewer answers
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Have them write down the answers themselves
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Increase the specificity of the category, such as types of cards that also start with the letter F
Grade Down:
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Pick an easier category that has several answers
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Provide cues on answers they can use
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Give them a number of answers they have to get in order to complete the activity (this provides them with the knowledge of an ending and may help with engagement)
Activity Addresses:
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Visual scanning
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Cognition
Hot Potato+ Reminiscence Therapy
21
Materials: Ball and music
Directions: Have the individual(s) sit in a circle and have them pass the ball around the circle (alternating clockwise/counter-clockwise). Play the music as they pass the ball back and forth and pause the music at random times. When the music stops, ask the individual holding the ball a reminiscence question about their past. Once they answer, continue the music and passing of the ball. Repeat and continue to ask questions during each pause in the music.
Hints for success:
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State question loud and clear, rephrase if they are unable to understand or answer the question
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Play with the them
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Play music that they know and enjoy
Grade Up:
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Have them throw the ball to each other instead of handing the ball to their left or right
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Do not provide cues or hints as to how to answer the question
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Perform the game in standing
Grade Down:
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Ask easier, more broad, reminiscence therapy questions
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Provide cues or hints to answer the question
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Perform in sitting
Activity Addresses:
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Reminiscence Therapy
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Gross motor coordination