Study of Gesture and Executive Functions in Children With High Intellectual Potential

Study Overview
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Brief Summary
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The main objective of this study is to determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children.

Official Title
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Study of Gesture and Executive Functions in Children With High Intellectual Potential

Conditions
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High Intellectual Potential, Children

Intervention / Treatment
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* Other: clinical examination in neurology
* Other: neuropsychological examination
* Other: anamnestic elements


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: All participants : Informed consent of the child and both parents obtained Affiliated to Social Security Participants must be between 6 and 16 years of age. Child with high intellectual potential : Score ≥ 130 on an intellectual efficiency scale administered by a psychologist Control child : They will have to be intellectually efficient in the standard. To ensure this, the two sub-tests of the Intellectual Efficiency Scale (WISC-V) most closely correlated with intelligence (Vocabulary and Matrices) will be administered to them. Thus, the child must meet one of the following criteria in order to be included: Have two standard notes between -1 and +1 DS (between 7 and 13); Have one of its two notes between -1 and + 1DS (between 7 and 13) and the other between -2DS and <+ 2DS (between 5 and 15). Exclusion Criteria: All participants : Neurological history (epilepsy, cranial trauma, prematurity ...) Psychiatric history (Autistic Spectrum Disorder ...), Known genetic disease, Motor deficiency (eg hemiplegia), Elementary sensory disorder (auditory and visual) or insufficient command of French, limiting the understanding and participation in the study likely to impact the results to the protocol. Gnosic visual or linguistic deficiency. Sensory disorder Psychotropic Intake Control child : High intellectual potential Known or suspected learning disability (no dyslexia-dysorthography, dysphasia, dyspraxia, dyscalculia).

Ages Eligible for Study
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Minimum Age: 6 Years
Maximum Age: 16 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Non-Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: Case-control study, monocentric.
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: High intellectual potential<br>Participation in the study involves the conduct of a clinical examination in neurology, the collection of anamnestic elements and a neuropsychological examination in children with high intellectual potential. | Other: clinical examination in neurology<br>* This examination is based on the movement of the child in a standing position (forward and backward on a straight line, jumping on a foot ...), seated (visual continuation ...) and elongated (tone, patellar and achillian reflexes, superficial sensitivity ...) . This makes it possible to evaluate all the neurological systems.<br>Other: neuropsychological examination<br>* This examination is based on the use of standardized psychometric tools and validated with children, usually used in clinical practice.<br>Other: anamnestic elements<br>* Several elements will be collected during the clinical interview to inform the history of the child's development, such as neonatal data (term of pregnancy, APGAR score ...), age of appearance of the first words , seating, walking, possible care, level of education ans level of education of the parents.<br>|
| Other: Control<br>Participation in the study involves the conduct of a clinical examination in neurology, the collection of anamnestic elements and a neuropsychological examination in control children with no particularities. | Other: clinical examination in neurology<br>* This examination is based on the movement of the child in a standing position (forward and backward on a straight line, jumping on a foot ...), seated (visual continuation ...) and elongated (tone, patellar and achillian reflexes, superficial sensitivity ...) . This makes it possible to evaluate all the neurological systems.<br>Other: neuropsychological examination<br>* This examination is based on the use of standardized psychometric tools and validated with children, usually used in clinical practice.<br>Other: anamnestic elements<br>* Several elements will be collected during the clinical interview to inform the history of the child's development, such as neonatal data (term of pregnancy, APGAR score ...), age of appearance of the first words , seating, walking, possible care, level of education ans level of education of the parents.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children with WISC-V scale (Wechsler). | 1 day | 
| Neurological assessments | Dysfunction (yes/no) for children with high intellectual potential compared to control children. | 1 day | 
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children. With Purdue Pegboard test. | 1 day | 
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children. With subtest Fluence Verbale (NEPSY-II) | 1 day | 
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children. With subtest of motricity (NEPSY-II) | 1 day | 
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children. With Rey test | 1 day | 
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children. With writing test (BHK) | 1 day | 
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children. With New card sorting test | 1 day | 
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children. With comportemental scale (BRIEF) | 1 day | 
| Neuropsychological assessment | Determine whether children with high intellectual potential have gestural and / or executive difficulties compared to control children. With M-ABC-II questionary | 1 day |