<clinical_study>
  <!-- This xml conforms to an XML Schema at:
    https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
  <required_header>
    <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
    <link_text>Link to the current ClinicalTrials.gov record.</link_text>
    <url>https://clinicaltrials.gov/ct2/show/NCT03812913</url>
  </required_header>
  <id_info>
    <org_study_id>2018-A01478-47</org_study_id>
    <nct_id>NCT03812913</nct_id>
  </id_info>
  <brief_title>Neuropsychological Assessment of Children and Adolescents With Turner Syndrome</brief_title>
  <acronym>ENEAST</acronym>
  <official_title>Neuropsychological Assessment of Children and Adolescents With Turner Syndrome</official_title>
  <sponsors>
    <lead_sponsor>
      <agency>University Hospital, Angers</agency>
      <agency_class>Other</agency_class>
    </lead_sponsor>
    <collaborator>
      <agency>University of Angers, Angers</agency>
      <agency_class>Other</agency_class>
    </collaborator>
  </sponsors>
  <source>University Hospital, Angers</source>
  <oversight_info>
    <has_dmc>No</has_dmc>
    <is_fda_regulated_drug>No</is_fda_regulated_drug>
    <is_fda_regulated_device>No</is_fda_regulated_device>
  </oversight_info>
  <brief_summary>
    <textblock>
      Turner syndrome (TS) is a rare chromosomal disorder characterized by partial or complete loss&#xD;
      of one of the X chromosomes that affects about one in every 2000 female babies born. These&#xD;
      young patients described difficulties making friends, understanding others' emotions and&#xD;
      intentions, and controlling their own emotions. Difficulties in these domains could led to&#xD;
      social withdrawal, to reduced social skills and could have a significant impact on self&#xD;
      esteem and mental health as well as on long-term academic and social functioning in affected&#xD;
      individuals. The purpose of this project is to identify functional and dysfunctional&#xD;
      cognitive and socio-cognitive abilities in these young patients which could account social&#xD;
      difficulties described by some of them and their family. To this end, 35 girls with TS and 35&#xD;
      girls with isolated growth hormone deficiency and normal cerebral MRI will be recruited.&#xD;
      Subjects will be 7 to 16 years and 11 months of age. Socio-cognitive and cognitive functions&#xD;
      will be assessed with neuropsychological and experimental tasks. Questionnaires completed by&#xD;
      patient, parents or teacher, will evaluate social and behavioral functioning.&#xD;
    </textblock>
  </brief_summary>
  <detailed_description>
    <textblock>
      Cross-sectional study (2 groups : Turner syndrome, isolated growth hormone deficiency), not&#xD;
      randomized, controlled, associating several specialized centers in endocrine diseases.&#xD;
&#xD;
      The pediatric endocrinologist of the participating centers will contact parents of each&#xD;
      patient or voluntary child/adolescent in order to inform them of the study.&#xD;
&#xD;
      The visit of inclusion will take place in the participant center during a routine monitoring&#xD;
      visit.&#xD;
&#xD;
      The first visit (V1) will take place immediately after the visit of inclusion in order to&#xD;
      avoid a specific displacement for the needs for the study. The second visit (V2) will take&#xD;
      place in participant's home. Each visit (V1 and V2) will last half-day. The period between V1&#xD;
      and V2 will be three months maximum.&#xD;
&#xD;
      The visits V1 and V2 will be carried out by neuropsychologists of the Laboratoire de&#xD;
      Psychologie des Pays de la Loire (LPPL - EA 4638).&#xD;
    </textblock>
  </detailed_description>
  <overall_status>Unknown status</overall_status>
  <last_known_status>Not yet recruiting</last_known_status>
  <start_date type="Anticipated">February 2019</start_date>
  <completion_date type="Anticipated">November 2021</completion_date>
  <primary_completion_date type="Anticipated">May 2021</primary_completion_date>
  <study_type>Observational</study_type>
  <has_expanded_access>No</has_expanded_access>
  <study_design_info>
    <observational_model>Case-Control</observational_model>
    <time_perspective>Prospective</time_perspective>
  </study_design_info>
  <primary_outcome>
    <measure>Wechsler Intelligence Scale for Children (WISC-V)</measure>
    <time_frame>3 months</time_frame>
    <description>intelligence scale.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Cognitive theory of mind first order</measure>
    <time_frame>3 months</time_frame>
    <description>First order theory of mind tasks (Baron-Cohen et al., 1985)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Cognitive theory of mind second order</measure>
    <time_frame>3 months</time_frame>
    <description>second-order theory of mind tasks Perner &amp; Wimmer, 1983)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Cognitive theory of mind advanced</measure>
    <time_frame>3 months</time_frame>
    <description>advanced theory of mind tasks (Happé, 1994)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Cognitive theory of mind : humor</measure>
    <time_frame>3 months</time_frame>
    <description>Humor understanding task</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Affective theory of mind : faux pas</measure>
    <time_frame>3 months</time_frame>
    <description>Faux pas recognition test (Baron Cohen et al., 1999)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Affective theory of mind : first order</measure>
    <time_frame>3 months</time_frame>
    <description>First-order affective theory of mind tasks</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Affective theory of mind : second order</measure>
    <time_frame>3 months</time_frame>
    <description>Second-order affective theory of mind tasks</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Affective theory of mind : emotional inference</measure>
    <time_frame>3 months</time_frame>
    <description>Emotional inference for context test</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Emotional valence recognition : valence</measure>
    <time_frame>3 months</time_frame>
    <description>Emotional valence rating from visual scenes</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Facial emotion recogniton</measure>
    <time_frame>3 months</time_frame>
    <description>Facial emotion recognition task</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Vocal emotion recognition</measure>
    <time_frame>3 months</time_frame>
    <description>Emotional prosody recognition task</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Emotional regulation</measure>
    <time_frame>3 months</time_frame>
    <description>Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Alexithymia</measure>
    <time_frame>3 months</time_frame>
    <description>Questionnaire d'alexithymie chez l'enfant (QAE)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Empathy</measure>
    <time_frame>3 months</time_frame>
    <description>Interpersonal Reactivity Index (IRI)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Oral Language comprehension abilities 1</measure>
    <time_frame>3 months</time_frame>
    <description>Comprehension of Instructions (NEPSY-II, Korkman et al., 2012)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Oral Language comprehension abilities 2</measure>
    <time_frame>3 months</time_frame>
    <description>Verbal comprehension index (from WISC-V)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Visual and visual-spatial abilities:1</measure>
    <time_frame>3 months</time_frame>
    <description>Arrows subtest (NEPSY-II - Korkman et al., 2012),</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Visual and visual-spatial abilities:2</measure>
    <time_frame>3 months</time_frame>
    <description>Picture Puzzles subtest (NEPSY-II - Korkman et al., 2012)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Visual and visual-spatial abilities:3</measure>
    <time_frame>3 months</time_frame>
    <description>Benton Facial Recognition Test (Benton et al., 1983)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Verbal Working memory 1</measure>
    <time_frame>3 months</time_frame>
    <description>Verbal information updating task</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Visuo-Spatial Working memory 2</measure>
    <time_frame>3 months</time_frame>
    <description>Visuo-spatial information updating task</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Inhibition 1</measure>
    <time_frame>3 months</time_frame>
    <description>Stroop test.</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Inhibition 2</measure>
    <time_frame>3 months</time_frame>
    <description>Tapping test</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Inhibition 3</measure>
    <time_frame>3 months</time_frame>
    <description>non-verbal cancellation task</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Cognitive Flexibility 1</measure>
    <time_frame>3 months</time_frame>
    <description>Verbal fluency task (NEPSY-II Korkman et al., 2012)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Cognitive Flexibility 2</measure>
    <time_frame>3 months</time_frame>
    <description>Modified Wisconsin Card Sorting Test for children</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Cognitive Flexibility 3</measure>
    <time_frame>3 months</time_frame>
    <description>Trail Making Test</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Higher-order executive functions 1</measure>
    <time_frame>3 months</time_frame>
    <description>script generation task</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities-Higher-order executive functions 2</measure>
    <time_frame>3 months</time_frame>
    <description>Rey Complex Figure Test : Copy</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Executive abilities in daily life</measure>
    <time_frame>3 months</time_frame>
    <description>Behavioral Rating Inventory of Executive Functions</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Self Esteem</measure>
    <time_frame>3 months</time_frame>
    <description>Rosenberg self-esteem scale (1965).</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Depression inventory</measure>
    <time_frame>3 months</time_frame>
    <description>Depression: Children's Depression Inventory (Kovacks &amp; Beck, 1977).</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Anxiety inventory</measure>
    <time_frame>3 months</time_frame>
    <description>Revised Children's Manifest Anxiety Scale (Reynolds &amp; Richmond, 1999).</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Social desirability</measure>
    <time_frame>3 months</time_frame>
    <description>Children's Social Desirability Scale (Crandall et al., 1965)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>social adjustment 1</measure>
    <time_frame>3 months</time_frame>
    <description>Conners' Parent Rating Scale-Revised: Short Form (Conners, 1997)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>social adjustment 2</measure>
    <time_frame>3 months</time_frame>
    <description>Conners' Teacher Rating Scale-Revised: Short Form (Conners, 1997)</description>
  </primary_outcome>
  <primary_outcome>
    <measure>behavioral adjustment</measure>
    <time_frame>3 months</time_frame>
    <description>Child Behavior Checklist (Achenbach, 1991).</description>
  </primary_outcome>
  <number_of_groups>2</number_of_groups>
  <enrollment type="Anticipated">70</enrollment>
  <condition>Turner Syndrome</condition>
  <condition>Isolated Growth Hormone Deficiency</condition>
  <condition>Cognitive Functions</condition>
  <condition>Social Cognition</condition>
  <condition>Pediatrics</condition>
  <arm_group>
    <arm_group_label>Turner Syndrome</arm_group_label>
    <description>35 girls with Turner syndrome (except patients with part of a Y chromosome in their karyotype and r(X) cases).&#xD;
age : 7 years -16 years and 11 months.&#xD;
Psychological evaluation of cognition, social cognition and affective cognition</description>
  </arm_group>
  <arm_group>
    <arm_group_label>isolated GHD</arm_group_label>
    <description>35 girls with isolated Growth Hormone Deficiency (GHD).&#xD;
age : 7 years -16 years and 11 months.&#xD;
Psychological evaluation of cognition, social cognition and affective cognition</description>
  </arm_group>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>psychological evaluation</intervention_name>
    <description>Neuropsychological and experimental tasks will assess cognitive and socio-cognitive functions.&#xD;
Questionnaires will assess psychoaffective aspects (depression, anxiety, self-esteem), and social and behavioral functioning.</description>
    <arm_group_label>Turner Syndrome</arm_group_label>
    <arm_group_label>isolated GHD</arm_group_label>
  </intervention>
  <eligibility>
    <study_pop>
      <textblock>
        -  35 patients with Turner syndrome&#xD;
&#xD;
          -  35 patients with isolated growth hormone deficiency&#xD;
      </textblock>
    </study_pop>
    <sampling_method>Non-Probability Sample</sampling_method>
    <criteria>
      <textblock>
        INCLUSION CRITERIA&#xD;
&#xD;
        Turner syndrome group :&#xD;
&#xD;
          -  girls with diagnosed Turner syndrome.&#xD;
&#xD;
        Isolated GHD group :&#xD;
&#xD;
          -  girls with diagnosed isolated growth hormone deficiency&#xD;
&#xD;
        All participants :&#xD;
&#xD;
          -  age between 7 years to 16 years and 11 months.&#xD;
&#xD;
          -  informed consent signed by the participant and her parents (or her legal&#xD;
             representatives)&#xD;
&#xD;
          -  being registered in the national social security system&#xD;
&#xD;
        EXCLUSION CRITERIA :&#xD;
&#xD;
        Turner syndrome group :&#xD;
&#xD;
          -  patients with chronic pathology other than Turner syndrome.&#xD;
&#xD;
          -  karyotype : part of a Y chromosome and r(X) cases.&#xD;
&#xD;
          -  medical treatment other than those usually prescribed in patients with Turner&#xD;
             syndrome.&#xD;
&#xD;
        Isolated GHD group :&#xD;
&#xD;
          -  patients with chronic pathology other than isolated growth hormone deficiency.&#xD;
&#xD;
          -  medical treatment other than those usually prescribed in patients with isolated growth&#xD;
             hormone deficiency.&#xD;
&#xD;
        All participants :&#xD;
&#xD;
          -  diagnosed intellectual disability (IQ&lt;70) or intellectual giftedness&#xD;
&#xD;
          -  history of acquired brain injury&#xD;
&#xD;
          -  sensory disturbances (auditory or visual) incompatible with the achievement of&#xD;
             neuropsychological tasks.&#xD;
&#xD;
          -  insufficient French language proficiency&#xD;
      </textblock>
    </criteria>
    <gender>Female</gender>
    <minimum_age>7 Years</minimum_age>
    <maximum_age>16 Years</maximum_age>
    <healthy_volunteers>No</healthy_volunteers>
  </eligibility>
  <overall_official>
    <last_name>Régis Coutant, MD PhD</last_name>
    <role>Principal Investigator</role>
    <affiliation>UH Angers</affiliation>
  </overall_official>
  <overall_contact>
    <last_name>Régis Coutant, MD PhD</last_name>
    <phone>33(02)41-35-56-55</phone>
    <email>ReCoutant@chu-angers.fr</email>
  </overall_contact>
  <overall_contact_backup>
    <last_name>Emmanuel Quemener, CRA</last_name>
    <phone>33(02)41-35-45-81</phone>
    <email>EmQuemener@chu-angers.fr</email>
  </overall_contact_backup>
  <reference>
    <citation>LoBue V, Thrasher C. The Child Affective Facial Expression (CAFE) set: validity and reliability from untrained adults. Front Psychol. 2015 Jan 6;5:1532. doi: 10.3389/fpsyg.2014.01532. eCollection 2014.</citation>
    <PMID>25610415</PMID>
  </reference>
  <reference>
    <citation>Olszanowski M, Pochwatko G, Kuklinski K, Scibor-Rylski M, Lewinski P, Ohme RK. Warsaw set of emotional facial expression pictures: a validation study of facial display photographs. Front Psychol. 2015 Jan 5;5:1516. doi: 10.3389/fpsyg.2014.01516. eCollection 2014.</citation>
    <PMID>25601846</PMID>
  </reference>
  <reference>
    <citation>Happe FG. An advanced test of theory of mind: understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. J Autism Dev Disord. 1994 Apr;24(2):129-54. doi: 10.1007/BF02172093.</citation>
    <PMID>8040158</PMID>
  </reference>
  <reference>
    <citation>Baron-Cohen S, Leslie AM, Frith U. Does the autistic child have a &quot;theory of mind&quot;? Cognition. 1985 Oct;21(1):37-46. doi: 10.1016/0010-0277(85)90022-8. No abstract available.</citation>
    <PMID>2934210</PMID>
  </reference>
  <reference>
    <citation>Wimmer H, Perner J. Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition. 1983 Jan;13(1):103-28. doi: 10.1016/0010-0277(83)90004-5. No abstract available.</citation>
    <PMID>6681741</PMID>
  </reference>
  <reference>
    <citation>Gullone E, Taffe J. The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): a psychometric evaluation. Psychol Assess. 2012 Jun;24(2):409-17. doi: 10.1037/a0025777. Epub 2011 Oct 24.</citation>
    <PMID>22023559</PMID>
  </reference>
  <verification_date>January 2019</verification_date>
  <study_first_submitted>October 29, 2018</study_first_submitted>
  <study_first_submitted_qc>January 17, 2019</study_first_submitted_qc>
  <study_first_posted type="Actual">January 23, 2019</study_first_posted>
  <last_update_submitted>January 17, 2019</last_update_submitted>
  <last_update_submitted_qc>January 17, 2019</last_update_submitted_qc>
  <last_update_posted type="Actual">January 23, 2019</last_update_posted>
  <responsible_party>
    <responsible_party_type>Sponsor</responsible_party_type>
  </responsible_party>
  <keyword>Turner syndrome</keyword>
  <keyword>Cognitive Functions</keyword>
  <keyword>Social Cognition</keyword>
  <keyword>Pediatrics</keyword>
  <condition_browse>
    <!-- CAUTION:  The following MeSH terms are assigned with an imperfect algorithm            -->
    <mesh_term>Dwarfism, Pituitary</mesh_term>
    <mesh_term>Turner Syndrome</mesh_term>
    <mesh_term>Gonadal Dysgenesis</mesh_term>
    <mesh_term>Syndrome</mesh_term>
  </condition_browse>
  <!-- Results have not yet been posted for this study                                          -->
</clinical_study>


download date: ClinicalTrials.gov processed this data on September 20, 2023
link text: Link to the current ClinicalTrials.gov record.
url: https://clinicaltrials.gov/ct2/show/NCT03812913
org study id: 2018-A01478-47
nct id: NCT03812913
lead sponsor: 
collaborator: 
has dmc: No
is fda regulated drug: No
is fda regulated device: No
Turner syndrome (TS) is a rare chromosomal disorder characterized by partial or complete loss
      of one of the X chromosomes that affects about one in every 2000 female babies born. These
      young patients described difficulties making friends, understanding others' emotions and
      intentions, and controlling their own emotions. Difficulties in these domains could led to
      social withdrawal, to reduced social skills and could have a significant impact on self
      esteem and mental health as well as on long-term academic and social functioning in affected
      individuals. The purpose of this project is to identify functional and dysfunctional
      cognitive and socio-cognitive abilities in these young patients which could account social
      difficulties described by some of them and their family. To this end, 35 girls with TS and 35
      girls with isolated growth hormone deficiency and normal cerebral MRI will be recruited.
      Subjects will be 7 to 16 years and 11 months of age. Socio-cognitive and cognitive functions
      will be assessed with neuropsychological and experimental tasks. Questionnaires completed by
      patient, parents or teacher, will evaluate social and behavioral functioning.
Cross-sectional study (2 groups : Turner syndrome, isolated growth hormone deficiency), not
      randomized, controlled, associating several specialized centers in endocrine diseases.

      The pediatric endocrinologist of the participating centers will contact parents of each
      patient or voluntary child/adolescent in order to inform them of the study.

      The visit of inclusion will take place in the participant center during a routine monitoring
      visit.

      The first visit (V1) will take place immediately after the visit of inclusion in order to
      avoid a specific displacement for the needs for the study. The second visit (V2) will take
      place in participant's home. Each visit (V1 and V2) will last half-day. The period between V1
      and V2 will be three months maximum.

      The visits V1 and V2 will be carried out by neuropsychologists of the Laboratoire de
      Psychologie des Pays de la Loire (LPPL - EA 4638).
observational model: Case-Control
time perspective: Prospective
measure: Wechsler Intelligence Scale for Children (WISC-V)
time frame: 3 months
description: intelligence scale.
measure: Cognitive theory of mind first order
time frame: 3 months
description: First order theory of mind tasks (Baron-Cohen et al., 1985)
measure: Cognitive theory of mind second order
time frame: 3 months
description: second-order theory of mind tasks Perner & Wimmer, 1983)
measure: Cognitive theory of mind advanced
time frame: 3 months
description: advanced theory of mind tasks (Happé, 1994)
measure: Cognitive theory of mind : humor
time frame: 3 months
description: Humor understanding task
measure: Affective theory of mind : faux pas
time frame: 3 months
description: Faux pas recognition test (Baron Cohen et al., 1999)
measure: Affective theory of mind : first order
time frame: 3 months
description: First-order affective theory of mind tasks
measure: Affective theory of mind : second order
time frame: 3 months
description: Second-order affective theory of mind tasks
measure: Affective theory of mind : emotional inference
time frame: 3 months
description: Emotional inference for context test
measure: Emotional valence recognition : valence
time frame: 3 months
description: Emotional valence rating from visual scenes
measure: Facial emotion recogniton
time frame: 3 months
description: Facial emotion recognition task
measure: Vocal emotion recognition
time frame: 3 months
description: Emotional prosody recognition task
measure: Emotional regulation
time frame: 3 months
description: Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA)
measure: Alexithymia
time frame: 3 months
description: Questionnaire d'alexithymie chez l'enfant (QAE)
measure: Empathy
time frame: 3 months
description: Interpersonal Reactivity Index (IRI)
measure: Oral Language comprehension abilities 1
time frame: 3 months
description: Comprehension of Instructions (NEPSY-II, Korkman et al., 2012)
measure: Oral Language comprehension abilities 2
time frame: 3 months
description: Verbal comprehension index (from WISC-V)
measure: Visual and visual-spatial abilities:1
time frame: 3 months
description: Arrows subtest (NEPSY-II - Korkman et al., 2012),
measure: Visual and visual-spatial abilities:2
time frame: 3 months
description: Picture Puzzles subtest (NEPSY-II - Korkman et al., 2012)
measure: Visual and visual-spatial abilities:3
time frame: 3 months
description: Benton Facial Recognition Test (Benton et al., 1983)
measure: Executive abilities-Verbal Working memory 1
time frame: 3 months
description: Verbal information updating task
measure: Executive abilities-Visuo-Spatial Working memory 2
time frame: 3 months
description: Visuo-spatial information updating task
measure: Executive abilities-Inhibition 1
time frame: 3 months
description: Stroop test.
measure: Executive abilities-Inhibition 2
time frame: 3 months
description: Tapping test
measure: Executive abilities-Inhibition 3
time frame: 3 months
description: non-verbal cancellation task
measure: Executive abilities-Cognitive Flexibility 1
time frame: 3 months
description: Verbal fluency task (NEPSY-II Korkman et al., 2012)
measure: Executive abilities-Cognitive Flexibility 2
time frame: 3 months
description: Modified Wisconsin Card Sorting Test for children
measure: Executive abilities-Cognitive Flexibility 3
time frame: 3 months
description: Trail Making Test
measure: Executive abilities-Higher-order executive functions 1
time frame: 3 months
description: script generation task
measure: Executive abilities-Higher-order executive functions 2
time frame: 3 months
description: Rey Complex Figure Test : Copy
measure: Executive abilities in daily life
time frame: 3 months
description: Behavioral Rating Inventory of Executive Functions
measure: Self Esteem
time frame: 3 months
description: Rosenberg self-esteem scale (1965).
measure: Depression inventory
time frame: 3 months
description: Depression: Children's Depression Inventory (Kovacks & Beck, 1977).
measure: Anxiety inventory
time frame: 3 months
description: Revised Children's Manifest Anxiety Scale (Reynolds & Richmond, 1999).
measure: Social desirability
time frame: 3 months
description: Children's Social Desirability Scale (Crandall et al., 1965)
measure: social adjustment 1
time frame: 3 months
description: Conners' Parent Rating Scale-Revised: Short Form (Conners, 1997)
measure: social adjustment 2
time frame: 3 months
description: Conners' Teacher Rating Scale-Revised: Short Form (Conners, 1997)
measure: behavioral adjustment
time frame: 3 months
description: Child Behavior Checklist (Achenbach, 1991).
arm group label: Turner Syndrome
description: 35 girls with Turner syndrome (except patients with part of a Y chromosome in their karyotype and r(X) cases).
age : 7 years -16 years and 11 months.
Psychological evaluation of cognition, social cognition and affective cognition
arm group label: isolated GHD
description: 35 girls with isolated Growth Hormone Deficiency (GHD).
age : 7 years -16 years and 11 months.
Psychological evaluation of cognition, social cognition and affective cognition
intervention type: Behavioral
intervention name: psychological evaluation
description: Neuropsychological and experimental tasks will assess cognitive and socio-cognitive functions.
Questionnaires will assess psychoaffective aspects (depression, anxiety, self-esteem), and social and behavioral functioning.
arm group label: Turner Syndrome
arm group label: isolated GHD
study pop: 
sampling method: Non-Probability Sample
criteria: 
gender: Female
minimum age: 7 Years
maximum age: 16 Years
healthy volunteers: No
last name: Régis Coutant, MD PhD
role: Principal Investigator
affiliation: UH Angers
last name: Régis Coutant, MD PhD
phone: 33(02)41-35-56-55
email: ReCoutant@chu-angers.fr
last name: Emmanuel Quemener, CRA
phone: 33(02)41-35-45-81
email: EmQuemener@chu-angers.fr
citation: LoBue V, Thrasher C. The Child Affective Facial Expression (CAFE) set: validity and reliability from untrained adults. Front Psychol. 2015 Jan 6;5:1532. doi: 10.3389/fpsyg.2014.01532. eCollection 2014.
PMID: 25610415
citation: Olszanowski M, Pochwatko G, Kuklinski K, Scibor-Rylski M, Lewinski P, Ohme RK. Warsaw set of emotional facial expression pictures: a validation study of facial display photographs. Front Psychol. 2015 Jan 5;5:1516. doi: 10.3389/fpsyg.2014.01516. eCollection 2014.
PMID: 25601846
citation: Happe FG. An advanced test of theory of mind: understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. J Autism Dev Disord. 1994 Apr;24(2):129-54. doi: 10.1007/BF02172093.
PMID: 8040158
citation: Baron-Cohen S, Leslie AM, Frith U. Does the autistic child have a "theory of mind"? Cognition. 1985 Oct;21(1):37-46. doi: 10.1016/0010-0277(85)90022-8. No abstract available.
PMID: 2934210
citation: Wimmer H, Perner J. Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition. 1983 Jan;13(1):103-28. doi: 10.1016/0010-0277(83)90004-5. No abstract available.
PMID: 6681741
citation: Gullone E, Taffe J. The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): a psychometric evaluation. Psychol Assess. 2012 Jun;24(2):409-17. doi: 10.1037/a0025777. Epub 2011 Oct 24.
PMID: 22023559
responsible party type: Sponsor
mesh term: Dwarfism, Pituitary
mesh term: Turner Syndrome
mesh term: Gonadal Dysgenesis
mesh term: Syndrome