Lorena Joga-Elvira1, Carlos Jacas2, María Luisa Joga3, Ana Roche-Martínez4, Carme Brun-Gasca5. 1. Consorcio Corporación Sanitaria Parc Taulí, Sabadell, Spain; Departamento de Psiquiatría y Medicina Legal, Universitat Autònoma de Barcelona, Barcelona, Spain. Electronic address: LJOGA@tauli.cat. 2. Servicio de Psiquiatría, Hospital Universitari Vall d'Hebron, Barcelona, Spain; Departament de Psicología Clínica i de la Salut, Universitat Autònoma de Barcelona, Barcelona, Spain. 3. Hospital San Joan de Deu Barcelona, Spain. 4. Consorcio Corporación Sanitaria Parc Taulí, Sabadell, Spain. 5. Consorcio Corporación Sanitaria Parc Taulí, Sabadell, Spain; Departament de Psicología Clínica i de la Salut, Universitat Autònoma de Barcelona, Barcelona, Spain.
Abstract
INTRODUCTION: The aim of this study is to describe the relationship between executive function (EF) and performance in different areas of the neurocognitive profile in young girls with Fragile-X-Syndrome (FXS). METHOD: A neuropsychological assessment was carried out to 40 female participants aged 7-16 years (26 FXS, 14 control group). RESULTS: Regarding intellectual ability, in the group of girls with FXS 3.84 % of the participants obtained IQ scores in the range of moderate ID (IQ 35-40 to 49), 46.15 % in the range of mild ID (IQ 50-70), 38.46 % in the borderline range (IQ 70-85), and 11.53 % within the average range (IQ > 85). EF was found to have a greater influence on adaptive behavior, arithmetic ability, theory of mind, leadership, social integration, social competence, and anxiety/shyness in the group with FXS. CONCLUSIONS: In girls with FXS, EF showed a greater influence on adaptive behavior, arithmetic ability, and social domain.
INTRODUCTION: The aim of this study is to describe the relationship between executive function (EF) and performance in different areas of the neurocognitive profile in young girls with Fragile-X-Syndrome (FXS). METHOD: A neuropsychological assessment was carried out to 40 female participants aged 7-16 years (26 FXS, 14 control group). RESULTS: Regarding intellectual ability, in the group of girls with FXS 3.84 % of the participants obtained IQ scores in the range of moderate ID (IQ 35-40 to 49), 46.15 % in the range of mild ID (IQ 50-70), 38.46 % in the borderline range (IQ 70-85), and 11.53 % within the average range (IQ > 85). EF was found to have a greater influence on adaptive behavior, arithmetic ability, theory of mind, leadership, social integration, social competence, and anxiety/shyness in the group with FXS. CONCLUSIONS: In girls with FXS, EF showed a greater influence on adaptive behavior, arithmetic ability, and social domain.