Intellectual Developmental Disorder
Conditions
Keywords
Intellectual Developmental Disorder, emotional processing, Cognitive assessments, Social cognition
Brief summary
Emotions play a crucial part in the quality of life, interpersonal relationships and mental health in general. In adults presenting with intellectual developmental disorder (IDD), emotional abilities may be hindered, thus leading to more challenging behaviors. A better understanding of emotional processes of adults with IDD may help improve the efficiency of behavioral interventions and better improve their quality of life. The primary goal of this study is to better characterize the abilities and weaknesses of adults with IDD concerning their emotional processes, in comparison to a healthy population. The secondary goals are : * to determine if these difficulties are underlined by oculomotor and attention (auditory and visual) processes * to determine if behavioral difficulties, as reported by the families of adults with IDD, are underlined by specific difficulties in facial emotion recognition, emotion identification in context and/or identification of vocal emotions.
Detailed description
The study will be carried out in 3 steps : Step 1: All participants will undergo tests to evaluate their intellectual abilities, and auditory and visual screening tests. Step 2 : All participants will undergo neuropsychological tests assessing attentional and oculomotor abilities (1 hour). During this time, the participant's family member will complete the questionnaires assessing behavior. Step 3 : All participants will undergo the experimental ACQUISS protocol (task 1 : faces; task 2 : faces in context; task 3 : prosody) (1 hour). Detailed Description: Step 1 : During this first step, all participants (both groups), will undergo the Raven Progressive Matrices (John and Raven 2003) to assess their intellectual abilities. They will then undergo an auditory screening test (tonality test) and a visual screening task (the Rossano-Weiss scale and the Palettes de Léa Grattins task). Step 2 : During this second step, all participants (both groups) will undergo : 1. \- the tangled lines test (Rey, 1964) : in this task, the participant must follow by gaze entangled lines to determine the beginning and end of each line. 2. \- the NSUCO oculomotor test (Maillet, 2015) : the orthoptist will evaluate the ability of the participant to carry out ocular saccades and movement pursuit. 3. \- the Auditory attention task of the NEPSY-II battery (Korkman et al., 2012) 4. \- 2 cancellation tests from the EVA battery (Chokron, 2010): * the TeddyBear Cancellation test * the single-letter cancellation test Step 3: During this step, all participants from both groups will undergo the ACQUISS protocol.
Interventions
OTHERACQUISS protocol assessing emotional processing.
Task 1: 5 minute facial emotion recognition test to identify isolated facial expressions. 6 drawn faces, without gender bias, without hair, expressing the 6 universal emotions will be presented. The emotions are: happiness, sadness, anger, fear, surprise and disgust. Task 2 : identifying a character's emotion in a social context (20 min). The subject is presented with drawn social contexts, one character is always in orange, and the face is left blank. The subject then has to choose amongst 6 emotions (happiness, sadness, anger, fear, surprise and disgust) which one would correspond the most to the emotion expressed by the character in orange. Task 3 : recognizing vocal emotions (15 min). The subject is presented with dialogues of 3 sentences. The 3 sentences are expressed with a vocal emotion (same emotion for the 3 sentences). The contents of the sentences are neutral At the end of each dialogue, the subject has to show which emotion was expressed.
Sponsors
Hôpital le Vinatier
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
NONE
Intervention model description
IDD group compared to control group
Eligibility
Sex/Gender
ALL
Age
18 Years to 35 Years
Healthy volunteers
Yes
Inclusion criteria
IDD group : * Diagnosis of IDD according to DSM-V criteria * aged between 18 and 3 years * French speaking * Membership or entitlement to a social security plan * informed consent, or that of the tutor, to take part in the study * presence of a caregiver to complete the questionnaires at V2. Control group : * aged between 18 and 35 years * French speaking * Membership or entitlement to a social security plan * Informed written consent to take part in the study.
Exclusion criteria
IDD group : * visual or auditory impairments, evaluated at V1 * non stabilized epilepsy * undergoing treatments that can impact brain or psychological functioning * major motor disorders * breastfeeding or pregnant woman Control group : * neurodevelopmental or psychiatric disorder * history of brain trauma (TBI, stroke, etc…) or non-stabilized epilepsy * visual or auditory impairments, evaluated at V1 * non stabilized epilepsy * undergoing treatments that can impact brain or psychological functioning * major motor disorders * breastfeeding or pregnant woman
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| proportion of correct answers on the ACQUISS battery | Baseline | proportion of correct answers in each of the 3 tasks |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Proportion of correct answers on the Entangled lines test | Baseline | — |
| Proportion of correct answers on the NSUCO test | Baseline | Northeastern State University College of Optometry test. |
| Proportion of correct answers on an auditory attentional task (NEPSY-II) | Baseline | — |
| Proportion of correct signs barred on the TeddyBear task | Baseline | — |
| Proportion of correct signs barred on the letter task | Baseline | — |
| Score on the Agressivity questionnaire | Baseline | Score on the Agressivity questionnaire ("Problematic behavior in group settings"), filled in by a caregiver. Minimum score = 6; Maximum score = 30. Higher scores suggest greater agressivity. |
| Score on the Aberrant Behavior Checklist | Baseline | Score on the Aberrant Behavior Checklist, filled in by a caregiver. Minimum = 0; Maximum = 174. Higher scores reflect more severe levels of challenging behavior. |
Countries
France
Contacts
CONTACTMarie-Noelle Babinet, PhD
CONTACTMéline Devaluez, PhD
Outcome results
None listed