Table 1.
Baseline characteristics of the analysed population, classified as FTD and control group.
| FTD (113) | CONTROLS (223) | P-value | |
|---|---|---|---|
| Age (years) | 69.5 ± 7.64 | 73.5 ± 5.43 | <0.001 |
| Age at onset (years) | 68.9 ± 8.5 | ||
| Gender (Female, %) | 58.4% | 51.1% | 0.125 |
| MMSE total score | 14.5 ± 6.95 | 23.9 ± 3.66 | <0.001 |
| Severe impairment: score 0–17 | 56.0% | 6.2% | |
| Mild impairment: score 18–23 | 25.3% | 32.8% | |
| Un-impairment: score 24–30 | 18.7% | 61.0% | |
| ADL | <0.001 | ||
| Severely disabled (ADL = 0–1–2) | 19.2% | 3.9% | |
| Moderately disabled (ADL = 3–4) | 19.2% | 13.5% | |
| Not disabled (ADL = 5) | 61.5% | 82.6% | |
| CDR | 1.85 ± 1.13 | Not available | |
| Non demented (0) | 4.2% | ||
| Very mild to mild dementia (0.5–1) | 50.0% | ||
| Moderate dementia (2) | 45.8% | ||
| CIRS | 5.04 ± 3.28 | Not available | |
| Disease absents or not severe (0–1) | 57.9% | ||
| Moderate disability (2) | 5.3% | ||
| Severe pathology (3) | 5.3% | ||
| Severe disease with requirement of treatment (4) | 31.6% | ||
| NPI Total | 25.1 ± 18.98 | Not available | |
| High score (>21) | 57.1% (32)* | ||
| Middle scores (11–17) | 26.8% (15)* | ||
| Low scores (3–9) | 16.1% (9)* | ||
| Phonological fluency | 14.02 ± 9.34 | Not available | |
| Semantic fluency | 6.48 ± 3.77 | Not available | |
| Babcock Story | 3.95 + 3.62 | Not available | |
| Copying drawings task |
5.79 + 2.99 |
Not available |
|
| Rey Auditory Verbal Memory Test (Immediate) | 23.08 + 9.97 | Not available | |
| Rey Auditory Verbal Memory Test (Recall) | 3.48 + 2.90 | Not available | |
| Corsi Block-Tapping Test | 3.82 + 1.24 | Not available | |
| Attentive matrices | 38.88 + 14.36 | Not available |
Data are presented as (%) or mean ± standard deviation. MMSE (MiniMental State Examination); ADL (Activity of Daily Living); CDR (Clinical Dementia Rating scale); CIRS (Cumulative Illness Rating Scale); NPI (Neuropsychiatric Inventory, with asterisc is reported the meean value in the specific sub-group). Language ability was measured by verbal fluency tests, typically consisting of two tasks: category fluency (also called semantic fluency) and letter fluency (also called phonemic or phonological fluency). In the standard versions of the tasks, participants are given 1 min to produce as many unique words as possible within a semantic category (category fluency) or starting with a given letter (letter fluency). The participant's score in each task is the number of unique correct words.