Existe-t-il un développement moteur et psychoaffectif spécifique de l’enfant à haut potentiel ? Influence sur les activités de la vie quotidienne et sur le profil du quotient intellectuel

Abstract

ObjectiveThis study aimed to analyze the neurodevelopmental trajectory of motor milestones and psychoaffective development in children with high intellectual potential (IQ≥130) regarding their IQ-profile (homogeneous/heterogeneous). Population and methodThe Wechsler Intelligence Scale (WISC-V), child's health record, and anamnestic questionnaire completed by parents were administered and analyzed in 76 healthy children (58 HIP/18 neurotypical), aged 6 to 13 (mean 10 years; SD 2.2). Seventy-six children with high intellectual potential were involved in the intragroup analysis (36 heterogeneous vs. 22 homogeneous). Two groups were matched for intergroup analyses: 18 neurotypical children (90≤IQ≤110) and 18 children with high intellectual potential (IQ≥130). ResultsSignificant negative correlations were demonstrated between IQ and sitting (7 months) (r=−0.32, P=0.01, [95% CI=−0.52 to −0.09]), walking (12 months) (r=−0.30, P=0.03, [95% CI=−0.51 to −0.01], and expression of the first sentences (18 months) (r=−0.60, P≤0.001, [95% CI=−0.71 to −0.39]); with a significantly high rate of early development in children with high intellectual potential compared to neurotypical children. Significant correlations were also determined between VSI, WMI, and PSI with clumsiness in daily life abilities, games and school abilities, explaining 41% of the variance of heterogeneous IQ-profile of high intellectual potential. No significant difference was noted between children with high intellectual potential and neurotypical in psychoaffective characteristics. However, we demonstrated significant correlations between the heterogeneous IQ-profile of the HIP group and “isolation”, “separation anxiety”, “strong reaction to frustration” and “need for parents to be present during homework”. ConclusionEarly motor and language development has been demonstrated in children with high intellectual potential compared to neurotypical children regardless of the psychometric profile. Nevertheless, a significant part of the heterogeneous profile meets the DSM-5 criteria of a developmental coordination disorder (DCD), detected early with significant difficulties impacting daily life abilities, games and school abilities. The finding underlines the importance of analyzing the variability of index scores in the IQ-profile at school age in light of daily life abilities and anamnestic data.