Intense Imagery Movements (IIM): More to motor stereotypies than meets the eye

• Neuropsychological evaluation of children with Intense Imagery Movements (IIM).
• Children with IIM have discrepant intellectual profiles.
• Poorer attention and inhibition skills may contribute to engagement in IIM.
• Atypical developmental and cognitive processes may contribute to engagement with IIM.
• IIM may form a discrete group of motor stereotypies, with distinct cognitive profiles.

AimA subgroup of children who present with motor stereotypies in the context of episodes of intense imagery have recently been described in the literature,1 termed Intense Imagery Movements (IIM). All children report conscious engagement in acts of imagery or imagination, with stereotyped movements occurring simultaneously with limited conscious awareness. This article reports preliminary cognitive data to inform clinical management and guide future research.MethodIntellectual functioning was assessed for ten children with IIM (7 boys, 3 girls; mean age = 10;01, age range = 6;06 to 14;04). In-depth neuropsychological assessments were conducted for four of these cases (3 boys, 1 girls; mean age = 9;05), with standardised questionnaires completed to assess mood, behaviour, attention/concentration, sensory functioning, motor functioning and stereotyped movements.ResultsAll children exhibited discrepant intellectual profiles, especially on perceptual reasoning tasks, with significant impairments in processing speed. In-depth neuropsychological assessments indicated impaired performance on tests of attention and inhibition, but strengths in memory or oral expression. Three of the four children had sensory processing impairments, two had features of developmental co-ordination disorder and one had poor general well-being. None of the children had emotional or behavioural problems.InterpretationChildren with IIM exhibit uneven intellectual and cognitive profiles, with particular discrepancies in perceptual reasoning skills. The case studies suggest that weaker attention, inhibition and processing speed skills may contribute to engagement in IIM, with good memory and/or language skills potentially contributing to the complexity of imagery abilities. Implications for the identification and management of these children in clinical practice, and future research ideas, are discussed.