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Our memories make us who we are, | 0:00:04 | 0:00:06 | |
but it's thought 30 million people today are losing them | 0:00:06 | 0:00:11 | |
due to the curse of our time - Alzheimer's. | 0:00:11 | 0:00:14 | |
Despite their best efforts, scientists have, until now, | 0:00:15 | 0:00:19 | |
failed to stop this disease, | 0:00:19 | 0:00:21 | |
but the latest generation of research has unleashed a new front | 0:00:21 | 0:00:26 | |
in the war against this devastating disease. | 0:00:26 | 0:00:30 | |
This is a very exciting time. | 0:00:30 | 0:00:31 | |
There's a new window of opportunity. | 0:00:31 | 0:00:34 | |
New technology allows us to see | 0:00:34 | 0:00:36 | |
the signs of Alzheimer's disease earlier than we ever could before. | 0:00:36 | 0:00:39 | |
Today, a series of drugs trials have been launched across the world, | 0:00:39 | 0:00:44 | |
drugs that are targeting the disease in its early stage. | 0:00:44 | 0:00:48 | |
We believe that this trial marks the dawn of a new era | 0:00:48 | 0:00:53 | |
in Alzheimer's prevention research. | 0:00:53 | 0:00:55 | |
Initial results are exciting. | 0:00:56 | 0:00:59 | |
They reveal that there are drugs which are reducing | 0:00:59 | 0:01:01 | |
signs of the disease. | 0:01:01 | 0:01:04 | |
Scientists are confident that a cure is tantalisingly close. | 0:01:04 | 0:01:09 | |
If we treat early enough, we may stave off Alzheimer's disease | 0:01:10 | 0:01:14 | |
completely and we may never have to worry about it again. | 0:01:14 | 0:01:17 | |
Horizon asks - can we end the curse of Alzheimer's forever? | 0:01:17 | 0:01:23 | |
"I won't need a shopping list this week. I'll just... | 0:01:33 | 0:01:35 | |
"I'll remember that." And then you get halfway round a supermarket | 0:01:35 | 0:01:38 | |
and you think, "What did I have on that list? | 0:01:38 | 0:01:40 | |
"What did I have to get? I know there's something." | 0:01:40 | 0:01:43 | |
"Why have I gone upstairs? | 0:01:43 | 0:01:44 | |
"Have I come up for something, have I left it behind? | 0:01:44 | 0:01:46 | |
"Was it not upstairs in the first place?" | 0:01:46 | 0:01:49 | |
I remember faces and I'm still good at that, but not names. | 0:01:49 | 0:01:53 | |
As we grow old, we all start to forget things, | 0:01:54 | 0:01:58 | |
but in the back of our minds, there hangs a terrible fear. | 0:01:58 | 0:02:01 | |
My mother has Alzheimer's, | 0:02:03 | 0:02:05 | |
so if you've had a day of forgetting a few things, you do get | 0:02:05 | 0:02:09 | |
gripped with a sort of panic that this is it, this is the beginning. | 0:02:09 | 0:02:12 | |
About every four minutes, somebody new is told they have the disease. | 0:02:12 | 0:02:18 | |
The panic grows as the epidemic sweeps across the globe. | 0:02:18 | 0:02:22 | |
Alzheimer's disease is now one of the most feared medical | 0:02:22 | 0:02:26 | |
conditions, particularly in people over the age of 45. | 0:02:26 | 0:02:28 | |
And that's understandable, because we now, tragically, | 0:02:28 | 0:02:32 | |
most of us know somebody | 0:02:32 | 0:02:34 | |
who has got Alzheimer's disease. | 0:02:34 | 0:02:36 | |
This degenerative brain disease leads to a loss of memory | 0:02:38 | 0:02:42 | |
and eventually the loss of most other brain functions. | 0:02:42 | 0:02:46 | |
Horizon meets five ordinary people | 0:02:51 | 0:02:54 | |
whose lives are overshadowed by Alzheimer's. | 0:02:54 | 0:02:57 | |
Each one in their own way is making an extraordinary | 0:02:57 | 0:03:00 | |
contribution in the worldwide war against the disease. | 0:03:00 | 0:03:05 | |
Can you tell me what letter that is? | 0:03:05 | 0:03:07 | |
In London, Tom has a rare form of Alzheimer's | 0:03:07 | 0:03:11 | |
which baffled his doctors. | 0:03:11 | 0:03:12 | |
My brain doesn't compute what they are. | 0:03:12 | 0:03:15 | |
It's a sort of a jumble. | 0:03:15 | 0:03:17 | |
It's not, it doesn't mean anything. | 0:03:17 | 0:03:19 | |
New scanning technology is revealing what's happening in his brain. | 0:03:19 | 0:03:24 | |
In Phoenix, Arizona, Jamie lives in fear. | 0:03:26 | 0:03:30 | |
My great-grandmother had Alzheimer's disease. | 0:03:30 | 0:03:32 | |
Her daughter had Alzheimer's | 0:03:32 | 0:03:34 | |
and then my two great-uncles also died of Alzheimer's. | 0:03:34 | 0:03:39 | |
And then my father just recently died a couple of years ago | 0:03:39 | 0:03:42 | |
with Alzheimer's. | 0:03:42 | 0:03:43 | |
The gene she carries dramatically increases her | 0:03:43 | 0:03:46 | |
risk of developing Alzheimer's. | 0:03:46 | 0:03:48 | |
It's the target of a new generation of research. | 0:03:48 | 0:03:52 | |
Oh, they're ruined. They're absolutely burnt to a cinder. | 0:03:52 | 0:03:56 | |
In North Wales, the disease means Gareth is retraining his brain | 0:03:58 | 0:04:02 | |
so that he can continue to live independently. | 0:04:02 | 0:04:05 | |
IN SPANISH: | 0:04:05 | 0:04:07 | |
In Columbia, Flor's family carries a rare genetic mutation | 0:04:09 | 0:04:13 | |
which causes Alzheimer's at a very early age. | 0:04:13 | 0:04:16 | |
Her sister already has it. | 0:04:16 | 0:04:18 | |
New research could prevent Flor from ever developing the disease. | 0:04:22 | 0:04:26 | |
And in New England, Neil believes a breakthrough drug | 0:04:28 | 0:04:31 | |
has transformed his life. | 0:04:31 | 0:04:33 | |
I mean, I don't know what else to attribute it to, | 0:04:35 | 0:04:38 | |
you know, unless there's a miracle I'm unaware of. | 0:04:38 | 0:04:41 | |
All these people face a threat of Alzheimer's. | 0:04:41 | 0:04:44 | |
The disease has long been hard to study, but scientists have recently | 0:04:44 | 0:04:49 | |
made great advances in understanding how it affects the brain. | 0:04:49 | 0:04:53 | |
Inside a healthy brain, there are billions of cells called neurons. | 0:05:02 | 0:05:07 | |
Our thoughts and emotions are transmitted between them | 0:05:07 | 0:05:10 | |
via connecting synapses. | 0:05:10 | 0:05:12 | |
But in an Alzheimer's brain, | 0:05:13 | 0:05:15 | |
a protein starts to build up in the synapses, | 0:05:15 | 0:05:19 | |
blocking the electrical signals and disrupting the flow of information. | 0:05:19 | 0:05:23 | |
This protein is called amyloid beta. | 0:05:25 | 0:05:28 | |
As the disease progresses, it continues to accumulate | 0:05:28 | 0:05:32 | |
and creates huge sticky clumps called plaque. | 0:05:32 | 0:05:36 | |
Even at this stage, there can be no apparent symptoms. | 0:05:36 | 0:05:40 | |
For some reason, the brain can tolerate a certain | 0:05:40 | 0:05:43 | |
level of amyloid for a number of years, possibly many years. | 0:05:43 | 0:05:47 | |
And it's as though the amyloid, which may be driving the process, | 0:05:47 | 0:05:53 | |
needs something else to then go on to produce that | 0:05:53 | 0:05:57 | |
destruction of brain cells that causes the symptoms | 0:05:57 | 0:06:01 | |
and the devastation at the individual level. | 0:06:01 | 0:06:04 | |
The culprit is thought to be another protein inside the brain cell. | 0:06:05 | 0:06:09 | |
It's called tau. | 0:06:09 | 0:06:11 | |
Tau normally functions in brain cells like the railroad track | 0:06:13 | 0:06:17 | |
to take critical nutrients | 0:06:17 | 0:06:20 | |
up and down brain cells. | 0:06:20 | 0:06:22 | |
As these tracks disintegrate, | 0:06:22 | 0:06:25 | |
the supply of nutrients to the neuron is stopped. | 0:06:25 | 0:06:29 | |
The tau then forms into tangles | 0:06:29 | 0:06:31 | |
which kills the cell. | 0:06:31 | 0:06:34 | |
It may take 15 years from the onset of the disease | 0:06:34 | 0:06:37 | |
for the tau to start creating tangles | 0:06:37 | 0:06:40 | |
and only then do the symptoms of the disease start to appear. | 0:06:40 | 0:06:44 | |
The new era of research is focusing on treating | 0:06:46 | 0:06:49 | |
the disease in its earlier stages. | 0:06:49 | 0:06:52 | |
This work is happening in some surprising places. | 0:06:53 | 0:06:57 | |
Medellin, a city dominated by the Andes mountains of Colombia | 0:07:03 | 0:07:07 | |
in South America. | 0:07:07 | 0:07:09 | |
It's been notorious for clandestine drug smuggling and kidnappings, | 0:07:09 | 0:07:15 | |
but its people hold a darker, older secret. | 0:07:15 | 0:07:19 | |
At its heart are a group of families | 0:07:20 | 0:07:22 | |
and they may hold the key to the future of Alzheimer's research. | 0:07:22 | 0:07:27 | |
IN SPANISH: | 0:07:29 | 0:07:32 | |
Flor lives with her daughter Danielle and her sister, Olga. | 0:07:34 | 0:07:39 | |
Olga is only 47, but in 2013 she was diagnosed with Alzheimer's. | 0:07:39 | 0:07:45 | |
Olga is not the only one in Flor's family who has developed | 0:07:55 | 0:07:59 | |
Alzheimer's in their forties. | 0:07:59 | 0:08:01 | |
This family carries a gene mutation which can be traced back to | 0:08:17 | 0:08:22 | |
an ancestor who arrived from Spain 400 years ago. | 0:08:22 | 0:08:26 | |
Carriers of this gene start to develop the first | 0:08:28 | 0:08:32 | |
symptoms as early as 45. | 0:08:32 | 0:08:35 | |
It used to be thought they'd been cursed by a wicked witch | 0:08:35 | 0:08:38 | |
but - in the 21st century - their plight has captured the attention | 0:08:38 | 0:08:43 | |
of one of the leading researchers in the field, Dr Eric Reiman. | 0:08:43 | 0:08:48 | |
Meeting almost a thousand family members for the very first | 0:08:49 | 0:08:53 | |
time was a life-changing experience. | 0:08:53 | 0:08:57 | |
To see what those families have gone through, | 0:08:57 | 0:09:02 | |
not only the clinically-affected person | 0:09:02 | 0:09:05 | |
but the entire family who has rallied around their loved one | 0:09:05 | 0:09:10 | |
to provide care, and the impact that it has had on their lives. | 0:09:10 | 0:09:15 | |
It underscored the urgency we should all | 0:09:15 | 0:09:17 | |
have in the fight against Alzheimer's disease. | 0:09:17 | 0:09:19 | |
Flor and her family live with the disease every day. | 0:09:26 | 0:09:30 | |
Flor's sister Olga has to be looked after by her 70-year-old mother. | 0:09:30 | 0:09:34 | |
The disease forced Olga to give up work two years ago. | 0:09:49 | 0:09:52 | |
THEY LAUGH | 0:10:38 | 0:10:40 | |
For centuries, these families in Colombia have suffered helplessly | 0:10:54 | 0:10:59 | |
from the ravages of the gene mutation, | 0:10:59 | 0:11:02 | |
but now they are at the forefront of the new era of scientific research. | 0:11:02 | 0:11:07 | |
We have this wonderful relationship with families in Colombia | 0:11:07 | 0:11:11 | |
sharing this common interest. | 0:11:11 | 0:11:14 | |
We all find it a privilege to think about how we can advance | 0:11:14 | 0:11:18 | |
the fight against Alzheimer's disease in a way that | 0:11:18 | 0:11:21 | |
actually helps these families along the way. | 0:11:21 | 0:11:23 | |
In Colombia, Dr Reiman and the Banner Institute are partners | 0:11:25 | 0:11:29 | |
in a massive new drugs trial, | 0:11:29 | 0:11:31 | |
the first-ever major Alzheimer's prevention trial in the country. | 0:11:31 | 0:11:35 | |
He hopes it'll stop any more members of these | 0:11:35 | 0:11:38 | |
families from developing the disease. | 0:11:38 | 0:11:41 | |
Unfortunately, it'll be too late to help Olga. | 0:11:41 | 0:11:45 | |
IN SPANISH: | 0:11:45 | 0:11:48 | |
Most of the time, Olga is unaware of the severity of her condition, | 0:11:54 | 0:11:59 | |
but occasionally she realises what is happening to her. | 0:11:59 | 0:12:02 | |
Her family is determined to protect her from the horrors of the disease. | 0:12:05 | 0:12:09 | |
They want to wrap her in their love and support. | 0:12:09 | 0:12:12 | |
SHE SOBS | 0:12:19 | 0:12:22 | |
The genetic mutation which afflicts the families in Colombia | 0:12:41 | 0:12:45 | |
offers a rare opportunity for research | 0:12:45 | 0:12:47 | |
into the earlier stages of the disease. | 0:12:47 | 0:12:50 | |
But there is another more common gene which is | 0:12:50 | 0:12:54 | |
also attracting the attention of the Alzheimer's researchers. | 0:12:54 | 0:12:57 | |
It's called APOE4. | 0:12:57 | 0:13:00 | |
Carriers have an increased risk of developing the disease | 0:13:00 | 0:13:03 | |
later in life, in their seventies. | 0:13:03 | 0:13:06 | |
One of the largest centres for the genetic | 0:13:11 | 0:13:14 | |
investigation into the disease is in Phoenix, Arizona. | 0:13:14 | 0:13:17 | |
Scientists here are searching for people who carry | 0:13:19 | 0:13:22 | |
this more common gene. | 0:13:22 | 0:13:24 | |
Jamie Tyrone is a 55-year-old retired nurse. | 0:13:28 | 0:13:32 | |
She has known about the disease most of her life. | 0:13:32 | 0:13:35 | |
I have a very, very strong family history of Alzheimer's disease. | 0:13:35 | 0:13:40 | |
My first memory was when I was ten years old and I visited | 0:13:40 | 0:13:44 | |
my great-grandmother, who was my first exposure to Alzheimer's. | 0:13:44 | 0:13:49 | |
She was in a wheelchair and had no cognition | 0:13:49 | 0:13:51 | |
and her eyes were very empty. | 0:13:51 | 0:13:54 | |
The next person to get Alzheimer's was her daughter, | 0:13:54 | 0:13:58 | |
my grandmother, and here's a picture of her. | 0:13:58 | 0:14:02 | |
And then her two brothers, my two great-uncles, | 0:14:02 | 0:14:06 | |
also died of Alzheimer's. | 0:14:06 | 0:14:08 | |
And then my father just recently died a couple of years ago | 0:14:08 | 0:14:12 | |
with Alzheimer's. | 0:14:12 | 0:14:13 | |
So, you kind of have the whole picture right here with my family. | 0:14:13 | 0:14:18 | |
Because of her family history, | 0:14:18 | 0:14:20 | |
six years ago Jamie decided to find out which genes she carried. | 0:14:20 | 0:14:25 | |
She sent off a sample of her DNA to be tested. | 0:14:25 | 0:14:28 | |
Dr Eric Reiman's institute is focusing on the APOE4 gene, | 0:14:29 | 0:14:34 | |
because it's so closely connected to the way the disease progresses. | 0:14:34 | 0:14:38 | |
APOE4 has a number of effects on the brain, several of which could | 0:14:38 | 0:14:43 | |
contribute to the development of Alzheimer's disease. | 0:14:43 | 0:14:46 | |
The leading theory is that it leads to the development of Alzheimer's | 0:14:46 | 0:14:50 | |
disease by reducing our ability to get rid of amyloid in the brain. | 0:14:50 | 0:14:55 | |
His colleague, Dr Jessica Langbaum, has calculated the increased | 0:14:55 | 0:15:00 | |
risk carriers of the APOE4 gene face of developing Alzheimer's. | 0:15:00 | 0:15:05 | |
If you have two copies of the APOE4 gene, meaning you have one copy from | 0:15:05 | 0:15:09 | |
Mum and one copy from Dad, your risk of developing Alzheimer's dementia | 0:15:09 | 0:15:13 | |
in your lifetime is approximately 30 to 55%. | 0:15:13 | 0:15:16 | |
If you have one copy of the APOE4 gene, | 0:15:16 | 0:15:18 | |
your risk is approximately 20 to 25%. | 0:15:18 | 0:15:21 | |
And if you have zero copies, | 0:15:21 | 0:15:23 | |
your risk is approximately 10% to 15%. | 0:15:23 | 0:15:25 | |
Not long after Jamie had sent off her DNA results, | 0:15:25 | 0:15:29 | |
she received a reply. | 0:15:29 | 0:15:31 | |
One night, I get a message in my e-mail, | 0:15:31 | 0:15:38 | |
letting me know that my study results had come in. | 0:15:38 | 0:15:42 | |
And what you can see here is that I have two copies of the APOE4 gene. | 0:15:42 | 0:15:49 | |
Jamie's discovery that she carried a double copy of the gene, | 0:15:50 | 0:15:54 | |
which massively increased her chance of getting the disease, | 0:15:54 | 0:15:58 | |
drove her to despair. | 0:15:58 | 0:16:00 | |
When I did find out my genetic status, I didn't have any genetic | 0:16:00 | 0:16:05 | |
counselling at all and it was quite anxiety-provoking. | 0:16:05 | 0:16:11 | |
I was told not to talk about it | 0:16:11 | 0:16:16 | |
for fear that I'd be discriminated against. | 0:16:16 | 0:16:18 | |
I didn't know what to do with this information and I didn't | 0:16:18 | 0:16:22 | |
want my family to go through what we had previously had gone through. | 0:16:22 | 0:16:28 | |
And it came to a part of my life | 0:16:28 | 0:16:31 | |
where I had to decide what road to take. | 0:16:31 | 0:16:34 | |
Do I take the dark road and... | 0:16:34 | 0:16:36 | |
..possibly leave this earth? | 0:16:38 | 0:16:41 | |
Or do I make meaning of it and take the bright road? | 0:16:41 | 0:16:44 | |
The carriers of the gene do bear a terrible burden, | 0:16:44 | 0:16:49 | |
but in the new era of research into the early stage of the disease, | 0:16:49 | 0:16:53 | |
they have a special role to play. | 0:16:53 | 0:16:55 | |
It's hard for researchers to identify | 0:16:55 | 0:16:58 | |
participants for trials who may have the disease in its early stages, | 0:16:58 | 0:17:03 | |
before the symptoms appear. | 0:17:03 | 0:17:05 | |
But by working with APOE4 carriers, who are most likely to develop it, | 0:17:05 | 0:17:10 | |
they dramatically increase their chances. | 0:17:10 | 0:17:13 | |
Now the Banner Alzheimer's Institute has launched a drugs trial | 0:17:14 | 0:17:19 | |
aimed at APOE4 carriers like Jamie. | 0:17:19 | 0:17:22 | |
I'm very hopeful and excited about this trial. | 0:17:22 | 0:17:24 | |
For the first time in history, we are | 0:17:24 | 0:17:26 | |
now doing clinical trials on people who are at | 0:17:26 | 0:17:29 | |
high risk for developing the signs and symptoms of Alzheimer's disease. | 0:17:29 | 0:17:33 | |
Up until this point, people had to wait until they had memory | 0:17:33 | 0:17:36 | |
and thinking problems or had a diagnosis, | 0:17:36 | 0:17:39 | |
until they were given access to a clinical trial. | 0:17:39 | 0:17:42 | |
Now we are giving clinical trials, | 0:17:42 | 0:17:44 | |
offering clinical trials to people who are at high risk | 0:17:44 | 0:17:46 | |
to see if we can stave off the onset of the disease. | 0:17:46 | 0:17:49 | |
MUSIC: Got To Give It Up By Marvin Gaye | 0:17:49 | 0:17:51 | |
Jamie is still too young to join the trial. | 0:17:57 | 0:18:00 | |
However, the new research gives her great hope. | 0:18:00 | 0:18:04 | |
When you look at the APOE status and the increased risk | 0:18:04 | 0:18:10 | |
and be able to merge the two together, and really create | 0:18:10 | 0:18:13 | |
studies specifically for us, is very exciting and very promising. | 0:18:13 | 0:18:18 | |
And I hope in my lifetime that there will be a prevention or cure. | 0:18:18 | 0:18:25 | |
I do not know, but if there is, | 0:18:25 | 0:18:30 | |
I'm very touched to be a part of that process. | 0:18:30 | 0:18:33 | |
-APPLAUSE -That's hard. | 0:18:36 | 0:18:38 | |
The trials are accelerating new research into how to slow down | 0:18:43 | 0:18:47 | |
and even prevent the disease. | 0:18:47 | 0:18:50 | |
But the new era also aims to understand what is happening | 0:18:50 | 0:18:54 | |
inside the brains of sufferers | 0:18:54 | 0:18:56 | |
as the disease develops from its earlier stages. | 0:18:56 | 0:19:00 | |
Until now, scientists have only been able to work with | 0:19:00 | 0:19:03 | |
the brains of Alzheimer's patients once they have died. | 0:19:03 | 0:19:07 | |
In Colombia, families who carry the Alzheimer's gene mutation | 0:19:13 | 0:19:18 | |
have played their part in advancing knowledge of the disease. | 0:19:18 | 0:19:22 | |
When Flor's father died of Alzheimer's, aged 52, | 0:19:22 | 0:19:26 | |
the family donated his brain to be studied. | 0:19:26 | 0:19:31 | |
IN SPANISH: | 0:19:31 | 0:19:34 | |
Dr Francisco Lopera has built up a bank of 200 brains | 0:19:35 | 0:19:40 | |
donated from patients. | 0:19:40 | 0:19:41 | |
Until recently, | 0:19:41 | 0:19:43 | |
these brains have been his only way of investigating the disease. | 0:19:43 | 0:19:47 | |
IN SPANISH: | 0:19:47 | 0:19:49 | |
For most of the last 100 years, | 0:20:27 | 0:20:30 | |
doctors could only research the disease by doing brain autopsies. | 0:20:30 | 0:20:34 | |
This limited their understanding to the later stages of Alzheimer's. | 0:20:34 | 0:20:40 | |
Now, new scanning technology has changed all that. | 0:20:40 | 0:20:44 | |
It allows scientists to identify what's happening in the brains | 0:20:44 | 0:20:47 | |
of sufferers in the earlier stages of the disease. | 0:20:47 | 0:20:51 | |
Tom Jarvis is helping scientists reveal | 0:20:52 | 0:20:55 | |
the effectiveness of this new technology. | 0:20:55 | 0:20:58 | |
The 72-year-old former railway engineer from Derby | 0:20:59 | 0:21:03 | |
has come to London with his wife, Hazel. | 0:21:03 | 0:21:06 | |
He has a very rare form of Alzheimer's | 0:21:06 | 0:21:09 | |
which was misdiagnosed for two years. | 0:21:09 | 0:21:12 | |
In the very first place, | 0:21:12 | 0:21:14 | |
I was being treated for having a lazy eye which affected my reading. | 0:21:14 | 0:21:19 | |
He was prescribed vari-focals | 0:21:19 | 0:21:22 | |
and they seemed to make things worse. | 0:21:22 | 0:21:25 | |
And yes, you went to see the ophthalmologist | 0:21:25 | 0:21:29 | |
and you had an eye operation, didn't you, | 0:21:29 | 0:21:32 | |
in February 2013? | 0:21:32 | 0:21:34 | |
And that didn't work. And then he was discharged. | 0:21:34 | 0:21:37 | |
His doctors were unable to identify that Tom was having problems | 0:21:38 | 0:21:42 | |
not in his eyes but in his brain. | 0:21:42 | 0:21:45 | |
But fortunately for him, he was referred to Professor Nick Fox. | 0:21:48 | 0:21:54 | |
Normally, Alzheimer's disease starts with problems with memory | 0:21:54 | 0:21:57 | |
and that's the disease affecting the hippocampus early on, | 0:21:57 | 0:22:00 | |
but it doesn't always have to. | 0:22:00 | 0:22:02 | |
The disease can start at the back of the brain, | 0:22:02 | 0:22:05 | |
areas to do with visual processing, and then it is even more | 0:22:05 | 0:22:10 | |
likely that people have trouble getting a diagnosis. | 0:22:10 | 0:22:13 | |
Professor Fox has invented a technique comparing | 0:22:13 | 0:22:17 | |
a sequence of yearly scans which track the progress of the disease. | 0:22:17 | 0:22:22 | |
He was able to give Tom a correct diagnosis. | 0:22:22 | 0:22:26 | |
What we see is how tightly packed this is here, | 0:22:26 | 0:22:30 | |
but you might be able to make out that the back, there's a little | 0:22:30 | 0:22:34 | |
bit more space that you can see there than you might have expected. | 0:22:34 | 0:22:40 | |
That's in exactly the areas that you've been experiencing problems. | 0:22:40 | 0:22:44 | |
And that's the area which is to do with | 0:22:44 | 0:22:46 | |
processing of visual information, also related to calculation | 0:22:46 | 0:22:52 | |
and complex hand movements. | 0:22:52 | 0:22:55 | |
That is last year and this is the change over one year. | 0:22:55 | 0:23:01 | |
And that's the second scan, first, second. | 0:23:01 | 0:23:05 | |
What you see is this fluid-filled space here increasing as we go | 0:23:05 | 0:23:10 | |
from the first to the second and that is because | 0:23:10 | 0:23:14 | |
there is brain loss here at the back, | 0:23:14 | 0:23:17 | |
which reflects the progressive nature of this problem. | 0:23:17 | 0:23:21 | |
The scans are essential in understanding the early | 0:23:21 | 0:23:25 | |
stages of the disease. | 0:23:25 | 0:23:27 | |
The new technology has allowed us to see | 0:23:27 | 0:23:32 | |
a window of maybe a decade before those symptoms. | 0:23:32 | 0:23:36 | |
And that's where the new trials are starting to target. | 0:23:36 | 0:23:39 | |
We hope to have trials of promising treatments when people are well | 0:23:39 | 0:23:45 | |
and when they have the most, in terms of brain cells, to save. | 0:23:45 | 0:23:48 | |
That's the window of opportunity. | 0:23:48 | 0:23:50 | |
-Good, have a seat. -Thank you. | 0:23:50 | 0:23:53 | |
Professor Fox and his team want to find out how the disease | 0:23:53 | 0:23:57 | |
affects the functioning of Tom's visual processing. | 0:23:57 | 0:24:00 | |
First, I'd like to test your vision if that's all right? | 0:24:00 | 0:24:03 | |
Can you tell me what letter that is? | 0:24:03 | 0:24:05 | |
The letters have been fragmented to find out | 0:24:05 | 0:24:08 | |
if Tom can identify a shape from a complex visual image. | 0:24:08 | 0:24:12 | |
My guess is it's an F. | 0:24:13 | 0:24:14 | |
Good guess. | 0:24:14 | 0:24:16 | |
Looks like an F again. | 0:24:24 | 0:24:25 | |
Looks like an F? | 0:24:25 | 0:24:27 | |
If I trace it out with my finger, does that help? | 0:24:27 | 0:24:30 | |
Ah, is it an R? No? | 0:24:34 | 0:24:37 | |
It's like an R. It's a P. | 0:24:37 | 0:24:40 | |
Oh, right. | 0:24:40 | 0:24:41 | |
The tests show that his brain's ability to process images | 0:24:41 | 0:24:45 | |
is deteriorating. | 0:24:45 | 0:24:47 | |
My brain doesn't compute what they are. | 0:24:47 | 0:24:50 | |
It's a sort of a jumble, it's not, it doesn't mean anything, really. | 0:24:50 | 0:24:54 | |
It's just little black squares joined together. | 0:24:54 | 0:24:57 | |
Next, I'm going to say three words | 0:24:59 | 0:25:02 | |
and if you could just repeat them back to me | 0:25:02 | 0:25:04 | |
and then remember them, because I'll ask you again in a moment, OK? | 0:25:04 | 0:25:07 | |
Bus, table, rose. | 0:25:07 | 0:25:10 | |
Bus, table, rose. | 0:25:10 | 0:25:13 | |
The team investigates | 0:25:13 | 0:25:15 | |
how other parts of Tom's brain are being affected, | 0:25:15 | 0:25:17 | |
especially those more commonly associated with Alzheimer's, | 0:25:17 | 0:25:22 | |
like memory. | 0:25:22 | 0:25:23 | |
What were the three words that I asked you to say? | 0:25:23 | 0:25:26 | |
The last one was rose. | 0:25:33 | 0:25:35 | |
That's right. | 0:25:35 | 0:25:36 | |
I can't remember. | 0:25:40 | 0:25:42 | |
The tests show that the disease is spreading. | 0:25:43 | 0:25:47 | |
Scientists have, until now, been using scans to understand how | 0:25:50 | 0:25:54 | |
amyloid plaque affects the various stages of the disease, | 0:25:54 | 0:25:58 | |
but the new techniques allow them to investigate the other culprit - tau. | 0:25:58 | 0:26:03 | |
So Tom undergoes a lumbar puncture, | 0:26:04 | 0:26:07 | |
which draws out spinal fluid | 0:26:07 | 0:26:09 | |
containing tau from the brain. | 0:26:09 | 0:26:11 | |
The lumbar puncture today will tell us how much tau is elevated and that | 0:26:11 | 0:26:17 | |
will tell us how much tau is being released from those brain cells. | 0:26:17 | 0:26:23 | |
I would guess it might be two or three times what the | 0:26:24 | 0:26:28 | |
normal range might be. | 0:26:28 | 0:26:30 | |
How does that feel to you at the moment? | 0:26:30 | 0:26:32 | |
The lumbar puncture shows the levels of tau, | 0:26:32 | 0:26:35 | |
but Professor Fox's team want to identify exactly where it is | 0:26:35 | 0:26:39 | |
in the brain. | 0:26:39 | 0:26:40 | |
They use cutting-edge scanning to do so. | 0:26:40 | 0:26:43 | |
First, a radioactive liquid containing a marker | 0:26:43 | 0:26:47 | |
is injected before scanning. | 0:26:47 | 0:26:49 | |
Three, two, one - go! | 0:26:49 | 0:26:52 | |
What's being injected is a tracer | 0:26:52 | 0:26:55 | |
that has a radioactive probe attached to it. | 0:26:55 | 0:26:59 | |
The tracer will circulate round the body, enter into the brain and | 0:26:59 | 0:27:04 | |
will attach if there is tau there and therefore it gets stuck there. | 0:27:04 | 0:27:09 | |
For the first time, images are revealing which | 0:27:09 | 0:27:12 | |
parts of the brain are affected by the tau tangles. | 0:27:12 | 0:27:15 | |
So what we see here in these bright colours, | 0:27:15 | 0:27:19 | |
those are areas where the tracer has stuck to the tau protein. | 0:27:19 | 0:27:25 | |
And the bright colour is that radioactivity, | 0:27:25 | 0:27:27 | |
which is how we detect it. | 0:27:27 | 0:27:29 | |
And what we're seeing here in this area, which is the | 0:27:29 | 0:27:32 | |
hippocampus which is critical for memory, we see just full of tau. | 0:27:32 | 0:27:38 | |
And we think that tau is in some ways more closely related | 0:27:38 | 0:27:44 | |
to the damage that is critical in Alzheimer's disease | 0:27:44 | 0:27:47 | |
than its partner in crime, amyloid. | 0:27:47 | 0:27:49 | |
This research technology is bringing astonishing new insights into how | 0:27:50 | 0:27:55 | |
the disease builds up in the brain, and then destroys its functions. | 0:27:55 | 0:28:00 | |
But new research is also revealing that there are changes | 0:28:03 | 0:28:07 | |
we can make in our daily lives which could significantly reduce | 0:28:07 | 0:28:11 | |
the chances of developing Alzheimer's. | 0:28:11 | 0:28:14 | |
Professor Matthew Walker from University of California | 0:28:19 | 0:28:23 | |
is investigating how plenty of deep sleep could | 0:28:23 | 0:28:26 | |
preserve our memories and help fight off the disease. | 0:28:26 | 0:28:30 | |
So, what we've known for some time now is that as we get older, | 0:28:30 | 0:28:33 | |
our learning and memory abilities start to decline, | 0:28:33 | 0:28:36 | |
but what we've also known is that a physiological signature | 0:28:36 | 0:28:41 | |
of ageing is that your sleep starts to get worse. | 0:28:41 | 0:28:44 | |
And so, based on how important sleep is | 0:28:44 | 0:28:47 | |
for effectively hitting the save button on new memories, | 0:28:47 | 0:28:50 | |
we wanted to explore whether that sleep deterioration | 0:28:50 | 0:28:54 | |
in ageing and in Alzheimer's disease is not simply a symptom | 0:28:54 | 0:28:58 | |
of the process, but perhaps a cause of the underlying memory problems. | 0:28:58 | 0:29:03 | |
His work is based on research into the brains of mice, | 0:29:05 | 0:29:08 | |
which shows that during deep sleep, amyloid is cleared from the brain, | 0:29:08 | 0:29:14 | |
while too little deep sleep may cause it to build up. | 0:29:14 | 0:29:17 | |
Professor Maiken Nedergaard has made an astonishing new discovery | 0:29:20 | 0:29:24 | |
which explains why this happens. | 0:29:24 | 0:29:26 | |
Her scans of mouse brains found small gaps between neurons. | 0:29:26 | 0:29:30 | |
These expand by up to 60% when the mice are asleep. | 0:29:30 | 0:29:35 | |
The gaps allow spinal fluid to sweep through the brain, | 0:29:35 | 0:29:39 | |
clearing out the waste products. | 0:29:39 | 0:29:41 | |
As soon as the animal fell to sleep, it was turned on, | 0:29:41 | 0:29:45 | |
almost like a dishwasher, where these gaps open up and suddenly | 0:29:45 | 0:29:49 | |
you see the fluid fluxes | 0:29:49 | 0:29:51 | |
that enter the brain and flushing all the toxic waste product | 0:29:51 | 0:29:56 | |
the brain produce when we are awake out when we sleep. | 0:29:56 | 0:30:00 | |
The left scan is a mouse brain when awake, but on the right, | 0:30:00 | 0:30:05 | |
we see the spinal fluid washing through when asleep. | 0:30:05 | 0:30:08 | |
Professor Nedergaard has named this the glymphatic system. | 0:30:08 | 0:30:13 | |
Here we see a sleeping rodent brain | 0:30:13 | 0:30:15 | |
and we can see the glymphatic system working. | 0:30:15 | 0:30:18 | |
So, you see the fluid flowing into the brain | 0:30:18 | 0:30:21 | |
and literally washing beta amyloid away. | 0:30:21 | 0:30:23 | |
The same thing happens in humans. | 0:30:29 | 0:30:31 | |
During the day, amyloid builds up in our brains | 0:30:31 | 0:30:34 | |
and if we don't have regular deep sleep, it starts to accumulate. | 0:30:34 | 0:30:40 | |
And we need eight hours of good sleep to actively clean up | 0:30:40 | 0:30:43 | |
the amyloid that build up when we are awake. | 0:30:43 | 0:30:46 | |
It's clear that the amyloids start to aggregate very early in life | 0:30:46 | 0:30:53 | |
and if we don't have the long, eight-hours continuous sleep | 0:30:53 | 0:30:57 | |
when we are young, when we are middle aged, | 0:30:57 | 0:31:00 | |
we risk that amyloid will build up when we're older. | 0:31:00 | 0:31:03 | |
Sleep seems to play a crucial role | 0:31:03 | 0:31:05 | |
in preventing the accumulation of amyloid. | 0:31:05 | 0:31:08 | |
So Professor Walker is | 0:31:08 | 0:31:10 | |
trying to find ways of artificially inducing deep sleep. | 0:31:10 | 0:31:14 | |
Success could slow the development of disease | 0:31:14 | 0:31:17 | |
and strengthen our memories. | 0:31:17 | 0:31:20 | |
To start with, he's experimenting with younger brains. | 0:31:20 | 0:31:24 | |
Chris is a research graduate. | 0:31:24 | 0:31:26 | |
-Good to meet you. -Good to be here. | 0:31:26 | 0:31:29 | |
First, he is asked to memorise connections between faces and words. | 0:31:29 | 0:31:33 | |
OK, Chris. | 0:31:33 | 0:31:35 | |
So, what we're going to do is a learning and memory test. | 0:31:35 | 0:31:37 | |
So, what you'll see on the screen in front of you are some faces | 0:31:37 | 0:31:41 | |
and underneath there will be a word. | 0:31:41 | 0:31:44 | |
And your job is to try to connect those two things, | 0:31:44 | 0:31:47 | |
to learn that those two things are associated together. | 0:31:47 | 0:31:50 | |
And then later, we'll come back and test you. | 0:31:50 | 0:31:53 | |
Professor Walker also wants to find out whether a newly-developed | 0:32:07 | 0:32:12 | |
magnetic brain stimulator can enhance sleep and memory. | 0:32:12 | 0:32:16 | |
First, Chris's brain is mapped | 0:32:16 | 0:32:19 | |
to make sure the magnetic pulses are correctly targeted. | 0:32:19 | 0:32:23 | |
Then two magnets are placed over his head. | 0:32:23 | 0:32:26 | |
So, the machine itself is going to insert pulses | 0:32:26 | 0:32:30 | |
of magnetism into the brain and stimulate those brain cells | 0:32:30 | 0:32:33 | |
and the pathways that we know are critical for sleep and memory. | 0:32:33 | 0:32:37 | |
So, what we're trying to essentially do is prime | 0:32:37 | 0:32:41 | |
or sort of grease the pathway, as it were, | 0:32:41 | 0:32:43 | |
with electrical stimulation. | 0:32:43 | 0:32:45 | |
And as a consequence, enhance the sleep and memory benefit. | 0:32:45 | 0:32:48 | |
Electrodes are fitted onto Chris' head | 0:32:50 | 0:32:53 | |
so that Professor Walker can observe how much deep sleep he's getting. | 0:32:53 | 0:32:57 | |
The sleep stimulator seems to be working. | 0:33:00 | 0:33:03 | |
The monitor shows sharp movements in Chris' brain waves | 0:33:03 | 0:33:07 | |
which are the signatures of deep sleep and memory processing. | 0:33:07 | 0:33:12 | |
Now Professor Walker needs to know | 0:33:12 | 0:33:15 | |
whether this extra sleep has strengthened Chris' memory. | 0:33:15 | 0:33:18 | |
Now we're just going to perform the memory test. | 0:33:18 | 0:33:22 | |
Chris has to recognise faces from the earlier test. | 0:33:22 | 0:33:26 | |
If he remembers the face, or it seems to be familiar, | 0:33:26 | 0:33:29 | |
he has to click on it. | 0:33:29 | 0:33:31 | |
Then he has to recall the word which related to it. | 0:33:31 | 0:33:35 | |
The initial results of this experiment are very encouraging. | 0:33:40 | 0:33:45 | |
So what we're finding is that you need sleep after learning | 0:33:45 | 0:33:48 | |
to essentially cement those new memories. | 0:33:48 | 0:33:51 | |
And as a consequence, when people wake up the following morning, | 0:33:51 | 0:33:54 | |
those memories are more robust. | 0:33:54 | 0:33:56 | |
People have forgotten far less information across sleep | 0:33:56 | 0:33:59 | |
than they would if they'd remained awake. | 0:33:59 | 0:34:02 | |
It will be many years before the sleep stimulator is on the market. | 0:34:02 | 0:34:06 | |
By then, Professor Walker hopes enhancing deep sleep will be | 0:34:06 | 0:34:10 | |
a major weapon in the fight against Alzheimer's. | 0:34:10 | 0:34:14 | |
Can we, in those people who are fighting that battle with | 0:34:14 | 0:34:17 | |
Alzheimer's disease, improve sleep quality and try to bring back | 0:34:17 | 0:34:22 | |
online some degree of learning and memory function? | 0:34:22 | 0:34:25 | |
That's the first goal. | 0:34:25 | 0:34:27 | |
The second goal, however, is to regress the time-line back. | 0:34:27 | 0:34:32 | |
In other words, can we find ways to start to improve | 0:34:32 | 0:34:35 | |
sleep in people in their thirties, forties and fifties, to see if | 0:34:35 | 0:34:40 | |
we can actually move from a model of treatment to a model of prevention? | 0:34:40 | 0:34:45 | |
Until then, the research is beginning to show that | 0:34:47 | 0:34:50 | |
regular deep sleep throughout our lifetime | 0:34:50 | 0:34:53 | |
could lower our risk of developing the disease. | 0:34:53 | 0:34:56 | |
Sleeping is just one way we could change our lifestyle to | 0:34:59 | 0:35:03 | |
stave off Alzheimer's, but it's increasingly clear that what | 0:35:03 | 0:35:07 | |
we eat plays a role as well. | 0:35:07 | 0:35:10 | |
There is evidence that a diet should be rich in fish, | 0:35:10 | 0:35:12 | |
vegetables and olive oil, | 0:35:12 | 0:35:15 | |
but it's more important to have one main goal in mind. | 0:35:15 | 0:35:20 | |
In different studies, researchers have looked at different forms | 0:35:20 | 0:35:23 | |
of this diet, but what they all have in common is the ability | 0:35:23 | 0:35:26 | |
to protect the heart. | 0:35:26 | 0:35:28 | |
So, if there is a diet out there that is protective of the heart, | 0:35:28 | 0:35:32 | |
it may have that additional benefit of promoting | 0:35:32 | 0:35:35 | |
healthy ageing and reducing the risk of Alzheimer's disease. | 0:35:35 | 0:35:38 | |
Once the disease has started to develop, | 0:35:38 | 0:35:41 | |
choosing what to eat becomes much more complex. | 0:35:41 | 0:35:45 | |
Professor Richard Wurtman is a world expert on how nutrition | 0:35:45 | 0:35:49 | |
affects the development of the brain. | 0:35:49 | 0:35:52 | |
In a series of studies here in Boston, he started | 0:35:52 | 0:35:55 | |
looking at why people with Alzheimer's had so few synapses. | 0:35:55 | 0:36:00 | |
What the first slide shows is the part of a neuron, the part | 0:36:00 | 0:36:03 | |
of a neurocell that's involved in making new synapses and the | 0:36:03 | 0:36:06 | |
specific part are these little white dots you see running along the side. | 0:36:06 | 0:36:10 | |
Each one of those dots is very likely to become a new synapse. | 0:36:10 | 0:36:14 | |
Now, this is a similar part of the brain and what you can see is, | 0:36:14 | 0:36:18 | |
in Alzheimer's disease, you have many fewer of these white dots | 0:36:18 | 0:36:21 | |
and so you're producing many fewer synapses. | 0:36:21 | 0:36:23 | |
It had been found that the disease reduced existing synapses, | 0:36:23 | 0:36:28 | |
but that it also stopped new ones developing to replace them. | 0:36:28 | 0:36:33 | |
Professor Wurtman wanted to find out why this happened | 0:36:33 | 0:36:36 | |
and examined the role that nutrients, which help create | 0:36:36 | 0:36:40 | |
these new synapses, played in the development of the disease. | 0:36:40 | 0:36:43 | |
Alzheimer's patients quite generally have difficulty in smelling food | 0:36:43 | 0:36:47 | |
and in tasting food, | 0:36:47 | 0:36:48 | |
And they also have difficulty in absorbing most nutrients | 0:36:48 | 0:36:51 | |
and in producing some of the nutrients in their own livers. | 0:36:51 | 0:36:54 | |
So, they start out with nutritional deficiencies. | 0:36:54 | 0:36:57 | |
His studies have discovered three nutrients which are essential | 0:37:02 | 0:37:06 | |
for making new synapses to replace those destroyed by the disease. | 0:37:06 | 0:37:10 | |
They are choline, | 0:37:10 | 0:37:12 | |
uridine, | 0:37:12 | 0:37:14 | |
and docosahexaenoic acid, known as DHA. | 0:37:14 | 0:37:17 | |
Here you see an excellent source of DHA in the diet. | 0:37:19 | 0:37:22 | |
This is a fish. It happens to be a salmon. | 0:37:22 | 0:37:25 | |
Patients with Alzheimer's disease do have some | 0:37:25 | 0:37:27 | |
difficulty in absorbing DHA. | 0:37:27 | 0:37:29 | |
Choline is present in abundant quantities within egg yolks, OK? | 0:37:30 | 0:37:34 | |
And if you have three eggs and three egg yolks, | 0:37:34 | 0:37:37 | |
then you're doing pretty well in terms of getting choline. | 0:37:37 | 0:37:40 | |
And again, Alzheimer's patients have some difficulty in absorbing it. | 0:37:40 | 0:37:44 | |
The third, uridine, can't be obtained from food, | 0:37:44 | 0:37:47 | |
but is normally created in the liver, | 0:37:47 | 0:37:49 | |
something people with Alzheimer's have difficulty doing. | 0:37:49 | 0:37:53 | |
The professor's work reveals that an Alzheimer's brain could benefit | 0:37:53 | 0:37:57 | |
if more of these nutrients could be absorbed to grow new synapses. | 0:37:57 | 0:38:02 | |
A new supplement has been created | 0:38:02 | 0:38:04 | |
which provides doses of these nutrients. | 0:38:04 | 0:38:07 | |
There have been two large-scale clinical trials | 0:38:07 | 0:38:10 | |
and in both trials it significantly improved memory function. | 0:38:10 | 0:38:13 | |
It also improved the connectedness between different | 0:38:13 | 0:38:16 | |
parts of the brain and that's critically important in people | 0:38:16 | 0:38:19 | |
with early Alzheimer's disease. | 0:38:19 | 0:38:22 | |
Although the trials showed the supplement helps early-stage | 0:38:22 | 0:38:25 | |
Alzheimer's patients, | 0:38:25 | 0:38:26 | |
people who have the more advanced stage of the disease do not benefit. | 0:38:26 | 0:38:31 | |
Across the world, researchers are searching for ways | 0:38:40 | 0:38:44 | |
not just of renewing the synapses, | 0:38:44 | 0:38:46 | |
but of improving the functioning of the brain in general. | 0:38:46 | 0:38:50 | |
Millions of people practice cognitive exercises, | 0:38:53 | 0:38:57 | |
known as brain-training. | 0:38:57 | 0:38:59 | |
Cognitive exercises are probably helpful for all of us. | 0:38:59 | 0:39:02 | |
It's good for us to keep our brains working and we know that | 0:39:02 | 0:39:05 | |
if you engage in a lot of cognitive activity, | 0:39:05 | 0:39:07 | |
it can help to reduce your risk | 0:39:07 | 0:39:10 | |
of developing cognitive impairment and dementia. | 0:39:10 | 0:39:13 | |
However, we've systematically reviewed the evidence, | 0:39:13 | 0:39:16 | |
the research evidence, about brain-training people with | 0:39:16 | 0:39:18 | |
Alzheimer's disease and, unfortunately, we haven't been | 0:39:18 | 0:39:21 | |
able to find any strong evidence that this is beneficial. | 0:39:21 | 0:39:24 | |
Alzheimer's patients need to concentrate on much more | 0:39:30 | 0:39:34 | |
frequent and routine ways of training their brains. | 0:39:34 | 0:39:38 | |
This could help people like Gareth Hulston, | 0:39:38 | 0:39:41 | |
who lives in North Wales. | 0:39:41 | 0:39:43 | |
He's 68 years old | 0:39:43 | 0:39:45 | |
and was diagnosed with Alzheimer's a year ago. | 0:39:45 | 0:39:48 | |
He's surrounded by reminders of a rich and full life, | 0:39:49 | 0:39:53 | |
but gradually, he's forgetting their significance. | 0:39:53 | 0:39:56 | |
His daughter, Virginia, is doing her best to stimulate his memory, | 0:39:56 | 0:40:00 | |
asking him what he's been up to. | 0:40:00 | 0:40:02 | |
What did you do on Saturday, Dad? | 0:40:02 | 0:40:04 | |
Hang on.... | 0:40:07 | 0:40:09 | |
What did I do on Saturday? | 0:40:11 | 0:40:13 | |
Can't remember. | 0:40:17 | 0:40:19 | |
But fortunately for Gareth, he's been chosen to take part | 0:40:19 | 0:40:23 | |
in an important new trial run by Professor Linda Clare. | 0:40:23 | 0:40:27 | |
She hopes it will teach him | 0:40:27 | 0:40:29 | |
to focus on improving everyday tasks which are causing him problems | 0:40:29 | 0:40:33 | |
and, in the process, engage his brain many times every day. | 0:40:33 | 0:40:37 | |
What we try to do is get them to think with us | 0:40:37 | 0:40:40 | |
about all of the different steps involved in the activity | 0:40:40 | 0:40:42 | |
that they want to manage better. | 0:40:42 | 0:40:44 | |
And then to really engage their brain in | 0:40:44 | 0:40:47 | |
figuring out where the difficulties are coming in that process. | 0:40:47 | 0:40:50 | |
And we work with them to develop strategies that they can apply | 0:40:50 | 0:40:53 | |
at the different stages so that they may manage that activity better. | 0:40:53 | 0:40:57 | |
Therapist Sue Evans is visiting Gareth to find out | 0:40:57 | 0:41:01 | |
which everyday skills he wants to improve. | 0:41:01 | 0:41:04 | |
-Hi, Sue. How are you? Come on in. -Nice to see you, Gareth. | 0:41:04 | 0:41:09 | |
At the moment, he's having problems with cooking. | 0:41:09 | 0:41:13 | |
Right. Are these the eggs, are they? | 0:41:13 | 0:41:16 | |
Watch, don't, don't. You need a cloth, they're hot. | 0:41:22 | 0:41:25 | |
How are you today, then, Gareth? | 0:41:25 | 0:41:28 | |
Not too bad. I keep going, don't I? | 0:41:28 | 0:41:30 | |
-Take a pew. -OK, I will do. | 0:41:30 | 0:41:33 | |
I'm just going to sit and watch and listen to you | 0:41:33 | 0:41:35 | |
and Virginia for a bit, OK? | 0:41:35 | 0:41:37 | |
Sue observes him for 30 minutes to see how the disease is | 0:41:37 | 0:41:40 | |
affecting his planning and concentration. | 0:41:40 | 0:41:43 | |
What are you going to have for dinner tonight? | 0:41:43 | 0:41:45 | |
Haven't a clue, not a clue. | 0:41:45 | 0:41:47 | |
You not planned anything? | 0:41:47 | 0:41:49 | |
No, I might go to see Bill. | 0:41:49 | 0:41:51 | |
Can you smell anything, Dad? | 0:41:52 | 0:41:54 | |
No, my smell's gone, hasn't it? I can't smell at all. | 0:41:54 | 0:41:58 | |
What did you put on before? | 0:41:58 | 0:42:00 | |
Oh, I put some eggs on to boil. | 0:42:00 | 0:42:03 | |
Yeah, so what's burning? | 0:42:03 | 0:42:04 | |
Do you want me to go and have a look? | 0:42:04 | 0:42:07 | |
I would, I'd go and have a look. | 0:42:07 | 0:42:09 | |
Just in time. | 0:42:14 | 0:42:15 | |
What's burning, Dad? | 0:42:15 | 0:42:17 | |
Hang on, what's in the oven? | 0:42:17 | 0:42:18 | |
Oh, you're joking, Virginia. | 0:42:21 | 0:42:23 | |
Oh, they're ruined. | 0:42:23 | 0:42:25 | |
They're absolutely burnt to a cinder. | 0:42:27 | 0:42:30 | |
Sue wants to help Gareth work out a series of steps which | 0:42:30 | 0:42:34 | |
will become part of his routine and stop him burning his meals. | 0:42:34 | 0:42:38 | |
-So you told me there was a pizza in the fridge. -Yes. | 0:42:38 | 0:42:40 | |
So, do you want to get it out? | 0:42:40 | 0:42:43 | |
Yeah, all right. | 0:42:43 | 0:42:45 | |
Let's have a look. | 0:42:45 | 0:42:46 | |
So, if you're going to cook this one, let's have a look and see. | 0:42:46 | 0:42:49 | |
What would you find out? | 0:42:49 | 0:42:50 | |
Eight to ten minutes here. | 0:42:50 | 0:42:52 | |
Yeah? So, come over here and write that information down, yeah? | 0:42:52 | 0:42:58 | |
So you'd write pizza. | 0:42:58 | 0:43:00 | |
OK. And what time is it going to be ready? | 0:43:03 | 0:43:05 | |
And then the next thing I need you to do is set the timer. | 0:43:08 | 0:43:11 | |
So the reason I'm getting you to write all this down | 0:43:11 | 0:43:14 | |
is that I'm making you think about it more, which one - | 0:43:14 | 0:43:17 | |
it means it's gone through more processes in your brain, | 0:43:17 | 0:43:20 | |
because you've had to read it, think about it and then write it. | 0:43:20 | 0:43:24 | |
But also, this also works as a back up. | 0:43:24 | 0:43:27 | |
She hopes that by thinking through these steps several times a day, | 0:43:28 | 0:43:32 | |
Gareth's planning abilities will improve. | 0:43:32 | 0:43:35 | |
Sue also wants to work on his semantic memory - | 0:43:35 | 0:43:38 | |
his ability to remember facts. | 0:43:38 | 0:43:40 | |
His challenge is to remember the names of his grandchildren. | 0:43:40 | 0:43:44 | |
Who's that? | 0:43:44 | 0:43:46 | |
I cannot remember. | 0:43:46 | 0:43:47 | |
-Rachel. -Rachel? | 0:43:47 | 0:43:49 | |
So, Rachel. | 0:43:49 | 0:43:50 | |
She's the boss. | 0:43:50 | 0:43:51 | |
She's the boss, that doesn't surprise me. | 0:43:51 | 0:43:54 | |
Sue has one simple recommendation. | 0:43:54 | 0:43:57 | |
-Maybe that's a project to do to get an up-to-date photo of her. -Yeah. | 0:43:57 | 0:44:01 | |
By having that photo in your hand, | 0:44:01 | 0:44:04 | |
you're able to build up more of an image of them | 0:44:04 | 0:44:07 | |
and then hopefully what we'd be aiming for is that you'd be able to | 0:44:07 | 0:44:11 | |
build up that image of them without needing the photo in your hand. | 0:44:11 | 0:44:15 | |
Sue returns every week to ensure Gareth is incorporating these | 0:44:15 | 0:44:19 | |
techniques into his daily routine. | 0:44:19 | 0:44:21 | |
Three months later, now it's time for Sue to find out | 0:44:25 | 0:44:28 | |
whether Gareth's planning abilities and memory have improved. | 0:44:28 | 0:44:33 | |
-Hiya, Sue! -Hi, Gareth. | 0:44:33 | 0:44:35 | |
-Come on in. -How are you? Nice to see you. | 0:44:35 | 0:44:38 | |
First up, can he remember not to burn his food? | 0:44:38 | 0:44:41 | |
OK, Gareth, so you're going to show me how you're doing | 0:44:41 | 0:44:44 | |
the cooking now, now you've been using the strategies for a bit? | 0:44:44 | 0:44:48 | |
He's been putting them in action, helped by a new hi-tech oven. | 0:44:48 | 0:44:52 | |
Right, all you do then is get that from there. | 0:44:52 | 0:44:57 | |
Now cooking instructions, 20 to 25 minutes. | 0:45:00 | 0:45:06 | |
Gareth has become so good at planning this task that he | 0:45:06 | 0:45:08 | |
no longer needs the white board. | 0:45:08 | 0:45:11 | |
He just uses the timer as a prompt. | 0:45:11 | 0:45:13 | |
He sets it for 20 minutes. | 0:45:13 | 0:45:15 | |
Right. And this is what I do, as a rule. | 0:45:15 | 0:45:18 | |
This is where I usually put it, on there, and I usually take this seat. | 0:45:18 | 0:45:23 | |
So, Gareth, have you managed to get an up-to-date picture of Rachel? | 0:45:23 | 0:45:26 | |
That was one of the jobs I gave you last time, wasn't it? | 0:45:26 | 0:45:29 | |
Yes, I got the photograph. There she is. | 0:45:29 | 0:45:31 | |
There she is. Oh, that's a nice one. | 0:45:31 | 0:45:33 | |
-At her right age. -Yeah. -Much better. | 0:45:33 | 0:45:36 | |
TIMER RINGS | 0:45:36 | 0:45:38 | |
Oh! | 0:45:38 | 0:45:40 | |
Go on, then. | 0:45:40 | 0:45:41 | |
The plan has worked. | 0:45:43 | 0:45:45 | |
Gareth appears to have retrained his brain to connect | 0:45:45 | 0:45:47 | |
the sound of the timer with the cooking. | 0:45:47 | 0:45:50 | |
Right. | 0:45:51 | 0:45:52 | |
-So, this turns itself off too, then? -Yeah. -Yeah? | 0:45:52 | 0:45:56 | |
So, no risk of burning any more. | 0:45:56 | 0:45:58 | |
They look good. So they're done? | 0:45:59 | 0:46:01 | |
They are absolutely ready, yeah. | 0:46:01 | 0:46:03 | |
Yeah? Excellent. | 0:46:03 | 0:46:04 | |
And now for the ultimate test. | 0:46:06 | 0:46:09 | |
Has his training improved his semantic memory? | 0:46:09 | 0:46:12 | |
-Hiya, Rache! -Hiya, Grandad. | 0:46:18 | 0:46:21 | |
Come on in. | 0:46:21 | 0:46:22 | |
She's my grand-daughter, my Rachey-wachey. | 0:46:24 | 0:46:27 | |
HE LAUGHS HAPPILY | 0:46:27 | 0:46:31 | |
Oh, I'll never give in. I'll never ever give in. | 0:46:31 | 0:46:34 | |
Might put me in my box, but I'll never...I'll never give in. | 0:46:34 | 0:46:40 | |
I do believe I've improved tremendously. | 0:46:40 | 0:46:42 | |
We'll go from this side across, yeah, and you can tell me | 0:46:42 | 0:46:45 | |
who everyone is now. | 0:46:45 | 0:46:46 | |
-That's Nathan. -That's Nathan. -Holly... | 0:46:46 | 0:46:49 | |
These simple steps help people like Gareth to manage their lives better, | 0:46:49 | 0:46:54 | |
but they can also improve the functioning of their brains. | 0:46:54 | 0:46:58 | |
Dwayney, the decorator. | 0:46:58 | 0:47:00 | |
People who had had the cognitive rehabilitation programme | 0:47:00 | 0:47:02 | |
showed greater activation when they were doing a memory task | 0:47:02 | 0:47:05 | |
in certain brain areas, particularly the bilateral frontal areas. | 0:47:05 | 0:47:10 | |
Whereas people in the control group who hadn't had the programme | 0:47:10 | 0:47:13 | |
showed reduced activation in those areas. | 0:47:13 | 0:47:16 | |
We tentatively suggested that this might reflect | 0:47:16 | 0:47:20 | |
some improvement in functioning in those areas of the brain. | 0:47:20 | 0:47:23 | |
And, of course, that relates very much | 0:47:23 | 0:47:24 | |
to the way the intervention works, | 0:47:24 | 0:47:26 | |
where we're asking people to think about strategies | 0:47:26 | 0:47:29 | |
and engage in particular strategies to manage everyday activities | 0:47:29 | 0:47:32 | |
that help them to manage those better. | 0:47:32 | 0:47:33 | |
Simple lifestyle changes seem to re-train | 0:47:37 | 0:47:39 | |
and strengthen the functioning of the brain in people | 0:47:39 | 0:47:42 | |
who are suffering from early-stage Alzheimer's. | 0:47:42 | 0:47:45 | |
But in this new era of research, | 0:47:46 | 0:47:49 | |
there is a much more dramatic ambition. | 0:47:49 | 0:47:52 | |
This is a really exciting time for patients with Alzheimer's disease | 0:47:52 | 0:47:56 | |
because we're starting to see trials that are starting | 0:47:56 | 0:47:59 | |
to show evidence of efficacy. | 0:47:59 | 0:48:00 | |
And I think there's a lot of excitement now, | 0:48:00 | 0:48:03 | |
because there's some new data that looks very promising. | 0:48:03 | 0:48:06 | |
This new data has launched worldwide drugs trials. | 0:48:06 | 0:48:11 | |
One is taking place in Colombia. | 0:48:11 | 0:48:13 | |
Here, the Alzheimer's gene mutation, which afflicts families like Flor's, | 0:48:18 | 0:48:23 | |
offers a rare opportunity for research. | 0:48:23 | 0:48:26 | |
In these families, the gene causes the amyloid to start building up | 0:48:26 | 0:48:31 | |
in people as young as 30 and symptoms appear at 45, | 0:48:31 | 0:48:35 | |
as has happened with Flor's sister Olga. | 0:48:35 | 0:48:38 | |
Researchers want to find out if a drug can interrupt its progress. | 0:48:38 | 0:48:44 | |
The prospect that Flor might have the early stages of the disease | 0:48:44 | 0:48:48 | |
makes her a valuable participant. | 0:48:48 | 0:48:50 | |
Every two weeks, Flor goes for physical and cognitive tests | 0:49:20 | 0:49:24 | |
and she's given an injection which could be the brand-new | 0:49:24 | 0:49:27 | |
Alzheimer's drug crenezumab or it could be a placebo. | 0:49:27 | 0:49:31 | |
Crenezumab is an anti-amyloid treatment that had several | 0:49:33 | 0:49:36 | |
characteristics we thought were especially | 0:49:36 | 0:49:39 | |
suitable for prevention trials. | 0:49:39 | 0:49:41 | |
It seemed to attack different forms of amyloid | 0:49:41 | 0:49:43 | |
and there was a suggestion that it could reduce amyloid and | 0:49:43 | 0:49:47 | |
might have a role if it was started in people at an earlier stage. | 0:49:47 | 0:49:52 | |
IN SPANISH: | 0:49:52 | 0:49:54 | |
For Dr Lopera, the trial offers a new future. | 0:49:58 | 0:50:02 | |
IN SPANISH: | 0:50:02 | 0:50:04 | |
Five one way. | 0:50:15 | 0:50:16 | |
Meanwhile, 4,000km away in New England, Neil Corkery | 0:50:16 | 0:50:21 | |
is part of another trial which already has promising early results. | 0:50:21 | 0:50:26 | |
Ten years ago, the 75-year-old former head teacher | 0:50:28 | 0:50:31 | |
and local politician first noticed he had the symptoms of Alzheimer's. | 0:50:31 | 0:50:37 | |
We were going to an event for one of the state officials who was | 0:50:37 | 0:50:41 | |
leaving and the Governor was supposed to speak. | 0:50:41 | 0:50:44 | |
So he was late and they said, "Would you say a few words?" | 0:50:44 | 0:50:47 | |
And I said, "Sure, I'll be glad to." And I got up and I started | 0:50:47 | 0:50:50 | |
and I was fine and then I got to a point, | 0:50:50 | 0:50:53 | |
I blanked out on a word and that's when I went for some tests. | 0:50:53 | 0:50:57 | |
Doctors scanned his brain and diagnosed him with Alzheimer's. | 0:50:57 | 0:51:02 | |
The news was devastating for Neil and his wife, Maureen. | 0:51:02 | 0:51:06 | |
Initially - I've never told Maureen this - I did things like put | 0:51:06 | 0:51:10 | |
music on that they could use when I, when they have the funeral. | 0:51:10 | 0:51:15 | |
Like Glen... | 0:51:15 | 0:51:17 | |
who's, Glen, Glen Campbell, who's a noted singer. | 0:51:17 | 0:51:23 | |
He has, he's got a song that they had him sing | 0:51:23 | 0:51:26 | |
and it's just a beautiful song. | 0:51:26 | 0:51:29 | |
# I'm still here but yet I'm gone... # | 0:51:29 | 0:51:34 | |
So I was kind of romancing the kind of negative side of it, | 0:51:35 | 0:51:40 | |
I guess, but I've been through that, I hope, you know. | 0:51:40 | 0:51:44 | |
I think we both felt depressed after the diagnosis, | 0:51:44 | 0:51:49 | |
because you know there's no cure. | 0:51:49 | 0:51:52 | |
The future for the Corkerys looked bleak. | 0:51:52 | 0:51:55 | |
Luckily for them, | 0:51:55 | 0:51:56 | |
tests had just started on a new drug to fight Alzheimer's. | 0:51:56 | 0:52:00 | |
In 2014, the man behind the drug was on the way to his office | 0:52:02 | 0:52:07 | |
when his chief executive called with the results of its Phase 1 trial. | 0:52:07 | 0:52:11 | |
I was driving down the street. | 0:52:11 | 0:52:13 | |
When he started to tell me the results, I had to pull over, | 0:52:13 | 0:52:15 | |
because they were so exciting. | 0:52:15 | 0:52:17 | |
And he was telling me | 0:52:17 | 0:52:18 | |
that the drug had unexpectedly shown an effect on cognitive decline. | 0:52:18 | 0:52:23 | |
Our drug was slowing cognitive decline in patients | 0:52:23 | 0:52:26 | |
with Alzheimer's disease. | 0:52:26 | 0:52:28 | |
I'm glad I pulled over, because I was so excited | 0:52:28 | 0:52:31 | |
and I...I was smiling from ear to ear. | 0:52:31 | 0:52:34 | |
The drug, called aducanumab, was what everyone had been hoping for. | 0:52:34 | 0:52:40 | |
The results sent share prices | 0:52:40 | 0:52:41 | |
in the pharmaceutical company Biogen rocketing. | 0:52:41 | 0:52:45 | |
The trial showed that the drug was having a remarkable | 0:52:46 | 0:52:49 | |
impact on the brains of people with Alzheimer's. | 0:52:49 | 0:52:52 | |
So what we're looking at here is a slice of a human brain | 0:52:52 | 0:52:55 | |
in the living patient with Alzheimer's disease. | 0:52:55 | 0:52:57 | |
And what we see here is a red colour and yellow. | 0:52:57 | 0:53:01 | |
And the red colour shows where the amyloid plaques are in the brain. | 0:53:01 | 0:53:04 | |
And the more red it is, the more plaque there is. | 0:53:04 | 0:53:08 | |
This shows what happens after treatment with our drug. | 0:53:10 | 0:53:13 | |
We see that the redness has been reduced and that | 0:53:13 | 0:53:16 | |
means that the amyloid plaques have been removed from this brain. | 0:53:16 | 0:53:21 | |
The scan on the right shows just how effective | 0:53:21 | 0:53:24 | |
the drug has been in removing amyloid plaque from the brain, | 0:53:24 | 0:53:28 | |
but a major complication has now been discovered. | 0:53:28 | 0:53:31 | |
The main side effect that we saw with this drug in the clinical trial | 0:53:31 | 0:53:35 | |
was a thing called ARIA. | 0:53:35 | 0:53:37 | |
And what we see here is a picture of ARIA. | 0:53:37 | 0:53:40 | |
And what we see is a whiteness here in this...in the brain, | 0:53:40 | 0:53:43 | |
which signifies oedema or swelling in the brain. | 0:53:43 | 0:53:46 | |
And that's not a good thing, | 0:53:46 | 0:53:48 | |
because the brain is in an enclosed space | 0:53:48 | 0:53:50 | |
and swelling can be harmful to patients. | 0:53:50 | 0:53:54 | |
Researchers hope to stop the swelling by initially giving | 0:53:54 | 0:53:57 | |
a low dose of the drug and then gradually increasing it. | 0:53:57 | 0:54:01 | |
Extensive phase III trials | 0:54:01 | 0:54:03 | |
are being rolled out across Europe and America. | 0:54:03 | 0:54:06 | |
There is even a possibility that the drug will combat the tau tangles, | 0:54:06 | 0:54:10 | |
that other great hallmark of Alzheimer's disease. | 0:54:10 | 0:54:13 | |
But the results won't be known for four years. | 0:54:13 | 0:54:16 | |
-How are you today? -Very good. | 0:54:16 | 0:54:18 | |
Neil Corkery is now participating in the trial. | 0:54:18 | 0:54:22 | |
He doesn't know whether he's on a placebo or the drug, | 0:54:22 | 0:54:25 | |
but taking part has made all the difference. | 0:54:25 | 0:54:28 | |
Recently, he was even able to speak off the cuff at his son's wedding. | 0:54:29 | 0:54:34 | |
I was like my old self. I really... | 0:54:34 | 0:54:37 | |
Yeah, it was extemporaneous | 0:54:37 | 0:54:39 | |
and there wasn't any rehearsal or written words or anything. | 0:54:39 | 0:54:43 | |
He just got up and he spoke and it flowed. | 0:54:43 | 0:54:47 | |
It was nice, it was really nice. | 0:54:47 | 0:54:49 | |
She's been by me all the time. | 0:54:49 | 0:54:51 | |
She's, she... | 0:54:51 | 0:54:53 | |
She knows what's right. | 0:54:53 | 0:54:55 | |
It has made me feel better, yeah, absolutely. | 0:54:55 | 0:54:58 | |
I mean, I don't know what else to attribute it to, | 0:54:58 | 0:55:00 | |
you know, unless it's a miracle I'm unaware of. | 0:55:00 | 0:55:03 | |
Neil is convinced he is benefiting from the drug trial, | 0:55:03 | 0:55:07 | |
although it could be the famous placebo effect. | 0:55:07 | 0:55:09 | |
TANGO MUSIC PLAYS | 0:55:09 | 0:55:13 | |
For Flor, who's taking part in the Colombia trial, | 0:55:14 | 0:55:18 | |
the curse of Alzheimer's which has hung over her family for | 0:55:18 | 0:55:21 | |
so long could at last be lifted. | 0:55:21 | 0:55:24 | |
IN SPANISH: | 0:55:26 | 0:55:28 | |
The first results from this trial | 0:55:37 | 0:55:39 | |
will also become available in around four years. | 0:55:39 | 0:55:42 | |
These trials, and others around the world, | 0:55:46 | 0:55:49 | |
are bringing hope to millions. | 0:55:49 | 0:55:52 | |
We believe it marks the dawn of a new era | 0:55:53 | 0:55:56 | |
in Alzheimer's-prevention research. | 0:55:56 | 0:55:59 | |
And that gives us now the opportunity to rapidly evaluate | 0:55:59 | 0:56:03 | |
the range of promising but unproven prevention therapies. | 0:56:03 | 0:56:07 | |
And maybe, just maybe, find and support the approval | 0:56:07 | 0:56:11 | |
of effective prevention therapies within the next ten years. | 0:56:11 | 0:56:15 | |
There's a lot of hope for Alzheimer's patients. | 0:56:16 | 0:56:19 | |
We're in the final stages of clinical trials with a drug | 0:56:19 | 0:56:22 | |
that looks very promising. | 0:56:22 | 0:56:23 | |
We can remove the amyloid from the brains of patients | 0:56:23 | 0:56:26 | |
with Alzheimer's disease. | 0:56:26 | 0:56:27 | |
My hope is that if we treat early enough, we may stave off Alzheimer's | 0:56:27 | 0:56:32 | |
disease completely and we may never have to worry about it again. | 0:56:32 | 0:56:35 | |
Up until now, a treatment for Alzheimer's has eluded scientists. | 0:56:37 | 0:56:42 | |
We can all make changes to our lifestyles and help | 0:56:42 | 0:56:46 | |
stave off the disease, like eating well and getting enough sleep. | 0:56:46 | 0:56:50 | |
But innovative scanning techniques and a new generation of drugs | 0:56:50 | 0:56:55 | |
are giving people with Alzheimer's, and those at risk of developing it, | 0:56:55 | 0:56:59 | |
new hope that they will hold on to their memories and their lives. | 0:56:59 | 0:57:04 | |
# I'm still here but yet I'm gone | 0:57:06 | 0:57:11 | |
# I don't play guitar or sing my song | 0:57:13 | 0:57:18 | |
# It never defined who I am | 0:57:21 | 0:57:25 | |
# The man that loves you till the end | 0:57:28 | 0:57:33 | |
# You're the last person I will love | 0:57:37 | 0:57:41 | |
# You're the last face I will recall | 0:57:44 | 0:57:49 | |
# And best of all | 0:57:49 | 0:57:52 | |
# I'm not gonna miss you | 0:57:56 | 0:57:59 | |
# I'm not gonna miss you | 0:58:03 | 0:58:07 | |
# I'm never gonna hold you like I did | 0:58:14 | 0:58:18 | |
# Or say "I love you" to the kids | 0:58:21 | 0:58:26 | |
# You're never gonna see it in my eyes. # | 0:58:29 | 0:58:34 |