Carly A. McMorris

Effects of cardiorespiratory fitness and cerebral blood flow on cognitive outcomes in older women.

The mechanisms by which aerobic fitness confers beneficial effects on cognition with aging are unclear but may involve cerebrovascular adaptations. In a cross-sectional study of women from the community (n=42; age range=50-90 years), we sought to determine whether physical fitness is associated with higher cerebrovascular function, and its relationship to cognition. Main outcome measures included resting cerebral blood flow, cerebrovascular reserve, physical fitness (i.e., VO₂max) and cognition. Physically fit women had lower resting mean arterial pressure (MAP) and higher cerebrovascular conductance (CVC) than sedentary women. Overall cognition was negatively correlated with age and positively correlated with VO₂max. VO₂max was a predictor of resting CVC and MAP, and CVC and MAP when end-tidal gases were held constant at near-resting values. MAP and CVC were predictors of cognition. This study identified strong associations between physical fitness, vascular function and cognition, and provides new understanding regarding the mechanisms by which fitness positively impacts cognition with aging. The implications of this research are considerable and warrant future investigation.

Processing of Ironic Language in Children with High-Functioning Autism Spectrum Disorder

We examined processing of verbal irony in three groups of children: (1) 18 children with high-functioning Autism Spectrum Disorder (HFASD), (2) 18 typically-developing children, matched to the first group for verbal ability, and (3) 18 typically-developing children matched to the first group for chronological age. We utilized an irony comprehension task that minimized verbal and pragmatic demands for participants. Results showed that children with HFASD were as accurate as typically-developing children in judging speaker intent for ironic criticisms, but group differences in judgment latencies, eye gaze, and humor evaluations suggested that children with HFASD applied a different processing strategy for irony comprehension; one that resulted in less accurate appreciation of the social functions of irony.

Contribution of physical fitness, cerebrovascular reserve and cognitive stimulation to cognitive function in post- menopausal women

Studies of the effects of physical fitness on cognition suggest that exercise can improve cognitive abilities in healthy older adults, as well as delay the onset of age-related cognitive decline. The mechanisms for the positive benefit of exercise and how these effects interact with other variables known to influence cognitive function (e.g., involvement in cognitive activities) are less well understood. The current study examined the associations between the physical fitness, cerebrovascular blood flow regulation and involvement in cognitive activities with neuropsychological function in healthy post-menopausal women. Methods: Forty-two healthy women between the ages of 55 and 90 were recruited. Physical fitness (V˙O2 max), cerebrovascular reserve (cerebral blood flow during rest and response to an increase in end-tidal (i.e., arterial) PCO2), and cognitive activity (self-reported number and hours of involvement in cognitive activities) were assessed. The association of these variables with neuropsychological performance was examined through linear regression. Results: Physical fitness, cerebrovascular reserve and total number of cognitive activities (but not total hours) were independent predictors of cognitive function, particularly measures of overall cognitive performance, attention and executive function. In addition, prediction of neuropsychological performance was better with multiple variables than each alone. Conclusions: Cognitive function in older adults is associated with multiple factors, including physical fitness, cerebrovascular health and cognitive stimulation. Interestingly, cognitive stimulation effects appear related more to the diversity of activities, rather than the duration of activity. Further examination of these relationships is ongoing in a prospective cohort study.

Overview and Evaluation of a Mentorship Program for University Students With ASD

The number of students with autism spectrum disorder (ASD) pursuing postsecondary education is increasing. A mentorship program was developed to help students with ASD navigate the social and academic framework of postsecondary campus life. The present study (a) provides information about a sample of university students with ASD and (b) evaluates satisfaction with the support provided. This is the first study in Canada to report on the experience of students with ASD and to evaluate this novel approach. Students (N = 23) provided demographic information in the fall and completed surveys evaluating their satisfaction at the end of each academic year. Since beginning the program, the number of students has increased by 200%. High levels of satisfaction were reported. The majority of students reported success in achieving personal goals in part due to their participation in the program. Results better inform the development of supports for students with ASD.

Predictors of Specialized Inpatient Admissions for Adults with Intellectual Disability.

Individuals with intellectual disability (ID) have complex mental health needs and may seek specialized ID psychiatric services. This study reports on predictors of specialized inpatient admissions for 234 individuals with ID who received outpatient services at a psychiatric hospital. Overall, from 2007-2012, 55 of the 234 outpatients were triaged into the specialized inpatient unit. Aggression towards others and psychotropic polypharmacy significantly predicted these admissions. Unlike previous research, schizophrenia and level of ID did not predict admissions, suggesting that these factors may have a differential impact in specialized versus mainstream inpatient services. Findings are discussed in relation to how specialized inpatient units can be most responsive to these vulnerable patients and the factors that may impact clinical decision making.

Language proficiency and metacognition as predictors of spontaneous rehearsal in children.

Despite decades of research on fundamental memory strategies such as verbal rehearsal, the potential underlying skills associated with the emergence of rehearsal are still not fully understood. Two studies examined the relative roles of language proficiency and metamemory in predicting rehearsal use, as well as the prediction of metamemory performance by language proficiency. In Study 1, 59 children, 5 to 8 years old, were administered a serial recall task, 2 language measures, a nonverbal cognitive measure, and a rapid automatized naming (RAN) task. Language proficiency, RAN, and age were significant individual predictors of rehearsal use. In hierarchical regression analyses, language proficiency mediated almost completely the age → rehearsal use relation. In addition, automatized naming was a strong but partial mediator of the contribution of language proficiency to rehearsal use. In Study 2, 54 children were administered a metamemory test, a language measure, and a serial recall task. Metamemory skills and, again, language proficiency significantly predicted rehearsal use in the task. The predictive strength of metamemory skills was mediated by the childrens language proficiency. The mutually supportive roles of automatized naming, language, and metamemory in the emergence of spontaneous cumulative verbal rehearsal are discussed in the context of the resulting model, along with the minimal roles of age and aspects of intelligence.

“Live It to Understand It” The Experiences of Mothers of Children With Autism Spectrum Disorder

Mothers of children with an autism spectrum disorder (ASD) variably experience challenges in their caregiving role. This ethnographic study examined the caregiving experiences of mothers of a young person with ASD (aged ≤25 years). Semistructured interviews were conducted with 85 mothers across three Canadian regions. A follow-up subsample of 10 mothers took part in participant observation sessions in the home and/or other environments within the community. Analysis yielded themes that depicted the following: redefining child and family aspirations, forging a shifted identity, and the need to “live it” to understand mothering a young person with ASD. Supports and services were perceived to be required but often insufficient to meet the needs. Findings identify a range of challenges, lessons learned, and a reconfigured sense of mothering. An emerging model of mothering a child with ASD is presented. Implications for practice, policy, and research are offered.

Spontaneous strategy use in children with autism spectrum disorder: the roles of metamemory and language skills

Metamemory, or beliefs about one’s own memory capabilities, knowing what you know, and knowing what you don’t know, has frequently been linked to the spontaneous use of rehearsal strategies in typically developing children. However, limited research has investigated mnemonic strategy use, metamemory, or the relationship between these two cognitive processes in children with autism spectrum disorders (ASDs). The current study examined the relative strength of metamemory knowledge and language skills as predictors of rehearsal use and memory performance in individuals with ASD. Twenty-one children with ASD and 21 children in a combined comparison group were matched on chronological and verbal mental age. Over two sessions, participants completed a serial recall task, a language measure, and a metamemory questionnaire. Children were classified as rehearsers/non-rehearsers based on behavioral observations and/or verbal reports of strategy use. As expected from previous research, the comparison group had a significantly higher proportion of rehearsers than the ASD group. However, spontaneous rehearsers performed significantly better on the serial recall task than non-rehearsers, regardless of group membership. Children in the comparison group had a higher mean total score on the metamemory questionnaire than the ASD group. However, when examined by rehearsal use, participants classified as rehearsers, regardless of diagnostic group, scored significantly higher on the metamemory questionnaire than non-rehearsers. Finally, across groups, hierarchical regression analyses identified both metamemory and language proficiency as significant predictors of rehearsal strategy use. The fact that the predictors showed the same relationship across the comparison group and the ASD group implies that metamemory and language proficiency, while separate entities, are both fundamental underlying skills contributing to the emergence of rehearsal strategies, and that the results are likely generalizable to other populations with developmental challenges.

Mental Health Issues in Post-Secondary Students with Autism Spectrum Disorder: Experiences in Accessing Services

The number of individuals with autism spectrum disorder (ASD) enrolling in post-secondary education is increasing, yet few graduate. Approximately 40–70% of individuals with ASD experience a mental health issue, and these issues may be a contributing factor for students not completing their degrees. Using data from a Canadian peer-mentorship program, the present study examined the prevalence of mental health issues in post-secondary students with ASD, their service utilization patterns, and barriers to accessing services they need. Many participants reported experiencing at least one co-occurring mental health diagnosis, and although they accessed some mental health supports, they reported requiring more support. Participants also indicated facing multiple barriers when accessing services. Findings from the present study inform how educators, counselors, and other professionals can best support individuals with ASD to ensure positive and successful post-secondary education.

Social Support in Postsecondary Students with Autism Spectrum Disorder

A core diagnostic feature of autism spectrum disorder (ASD) is social impairments. Although the number of students with ASD pursuing postsecondary education is growing, few institutions provide programs to help students cope with social aspects of postsecondary education. Here, we describe social support experiences of students with ASD participating in a peer mentorship program. A subset of the students (n = 23) enrolled in their first year of the Autism Mentorship Program (AMP) completed questionnaires assessing their perceived social support during their first year in the program. Development of social skills emerged as a popular goal among students and was a major topic of discussion within one-on-one meetings. Overall, students reported high satisfaction with the program and reported that the AMP helped them achieve their goals. However, students did not report increases in social support or quality of friendships assessed using standardized measures. Our results exemplify some of the challenges of improving social skills through a community-based program.