Increasing Dementia Education for Early Action (IDEA): Developing a Community-Driven Cognitive Health Curriculum for Black Older Adults In Flint, Michigan

Background and purpose: Black older adults in the United States experience disproportionately high rates of Alzheimer’s disease and related dementias (ADRD) and are often diagnosed at later stages, when symptoms are more severe and treatment options more limited. This disparity reflects stigma, cultural factors, and structural barriers to timely cognitive evaluation. Tailored community-based education can promote information seeking and open communication about cognitive health; however, publicly available ADRD resources are often overwhelming, difficult to navigate, and lacking cultural relevance. Many existing programs also prioritize caregiver education, leaving older adults underprepared to seek assessment, communicate concerns, or navigate support. Increasing Dementia Education for Early Action (IDEA) aims to design and deliver accurate, culturally responsive ADRD education to community-dwelling older adults in Flint, MI, and equip participants with communication and self-advocacy tools to proactively address cognitive health concerns.

Methods: IDEA was built on shared authority. A Community Advisory Board (CAB), composed primarily of Black older adults from Flint, drove curriculum development from the outset. The CAB identified priority topics, defined cultural relevance in practice, and set parameters for tone and accessibility. CAB members collaborated with stakeholders and medical experts, reviewed content, and provided iterative feedback that shaped every module. The resulting six-module, evidence-based curriculum covers: distinguishing normal aging from cognitive decline; ADRD types and clinical indicators; links between chronic disease, lifestyle factors, and ADRD risk; stigma’s role in disparities and care-seeking barriers; and communication scripts for discussing concerns with loved ones and providers, alongside goal setting for brain health and healthcare engagement.

Results: Curriculum development occurred through monthly CAB-led meetings, consultations with neurology, nursing, and an Alzheimer’s Disease Research Center, and iterative review for clinical accuracy, literacy level, and cultural fit. The final curriculum was professionally video-recorded (introductory segment, six 15–20 minute modules and closing call-to-action). A companion workbook includes discussion questions, action steps, communication prompts, and local ADRD resources. The curriculum will be pilot-tested in a three-hour workshop with 100 Black older adults recruited from a Flint-based research registry.

Conclusion: IDEA is a replicable, community-driven educational intervention that addresses gaps in ADRD programming for Black older adults. Its content and framing reflect what community partners identified as essential, distinguishing it from researcher-adapted programs and grounding it in community-engaged research principles. By integrating stigma reduction, health literacy, and practical communication strategies within a culturally responsive framework, IDEA equips participants to pursue timely cognitive assessment and care. Pilot findings will inform broader dissemination across comparable community settings.

Learning Objectives:

1) Describe cultural, systemic, and healthcare barriers that contribute to delayed ADRD diagnosis and care among Black older adults.

2) Explain how IDEA’s community-driven, culturally tailored approach supports early action and reduces stigma.

3) Identify actionable strategies to support proactive assessment-seeking, effective communication with providers/family, and navigation of ADRD resources.