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Capturing Subtle Neurocognitive Differences in Children with and without Tourette Syndrome through a Fine-Grained
Mélina Tessier1,2, Annie Desmarais1, Julie B Leclerc2,3
1Département de Psychologie, Université de Montréal, Montréal, QC H2V 2S9, Canada.
Background:
Tourette syndrome (TS) can be accompanied by neurocognitive impairment. Only a few studies have focused on executive function assessment in TS using design fluency, providing preliminary results. This study aimed to characterize the detailed design fluency profile of children with TS compared with neurotypical children, while addressing the central concern of frequent comorbidities in studies on TS by considering tic severity and attention-deficit/hyperactivity disorder (ADHD) symptoms and diagnosis.
Methods:
Sixty-one children aged between 6 and 15 years participated and were divided into a TS group (n = 28 (with ADHD n = 15)) and a control group (n = 33). Our objective was addressed by examining a wide range of measures of the Five-Point-Test, presumably sensitive to frontostriatal dysfunction. The total number of designs, repetitions, repetition ratio, unique designs, and numerical, spatial, and total strategies were examined for the total duration of the test (global measures) and at five equal time intervals (process measures).
Results:
The TS group produced significantly fewer numerical strategies. Groups did not differ in other global or process measures. ADHD did not affect performance.
Conclusions:
Children with TS do not inherently show general executive dysfunction but may present with subtle neurocognitive characteristics here revealed by comprehensive design fluency profiles.
