Cerebral Cortical Thickness Morphometry and Neurocognitive Correlations in Adolescents With Congenital Hypothyroidism

Juliana Cristina Romero Rojas-Ramos1,2, Julita Maria Pelaez1, Sergio Eiji Ono3

  • 1Fundação Ecumênica de Proteção ao Excepcional (FEPE), Curitiba, Paraná 80210-170, Brazil.

Insights

Congenital hypothyroidism (CH) in adolescents shows subtle cortical thickness trends, impacting neurocognition. Early treatment and socioeconomic factors influence cognitive outcomes in these patients.

Area of Science:

  • Neuroscience
  • Endocrinology
  • Pediatrics

Background:

  • Congenital hypothyroidism (CH) detected by neonatal screening (NS) can lead to subtle cognitive impairments despite early treatment.
  • Brain cortical thickness (CT) abnormalities in CH patients may be linked to neurocognitive deficits.

Purpose of the Study:

  • To assess cortical thickness (CT) in adolescents with CH identified through neonatal screening (NS).
  • To correlate CT findings with cognitive levels and neurocognitive prognosis indicators.

Main Methods:

  • Medical record review and psychometric evaluation of adolescents with CH.
  • Brain MRI analysis of cortical thickness in 33 brain areas for 41 CH patients and 20 controls.
  • Correlation of CT with Full-scale Intelligence Quotient (FSIQ), age at treatment initiation, and maternal schooling.

Main Results:

  • No significant group differences in overall CT, but trends toward thinning observed in specific cortical regions.
  • CT correlated with FSIQ and age at treatment initiation in one area, and with hypothyroidism severity in five areas.
  • Maternal schooling correlated with FSIQ but not CT; 44.7% of patients had average cognitive levels, with 13.2% intellectual deficiency.

Conclusions:

  • Adolescents with CH exhibit trends toward cortical morphometric alterations compared to controls.
  • Hypothyroidism influences cortical development, as indicated by CT correlations with neurocognitive prognosis variables.
  • Socioeconomic status, specifically maternal schooling, acts as a limiting factor for cognitive outcomes.
Abstract

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