To test the behavioural reserve hypothesis in behavioural variant FTD (bvFTD).
As previously demonstrated, bvFTD patients were grouped into four behavioural phenotypes, i.e. ¡°disinhibited¡±, ¡°apathetic¡±, ¡°language¡±, and ¡°aggressive¡±, by means of Confirmatory Factor Analysis on behavioural assessment. Educational achievement was considered as proxy measure of reserve on behavioural disturbances, and cerebral SPECT as an indirect expression of brain pathology. On each group, the effect of education on brain damage was assessed by slope analysis.
A specific effect of education attainment on ¡°disinhibited¡± phenotype was observed, the higher the education, the greater the hypoperfusion in the right inferior frontal gyrus and the left medial frontal gyrus and right caudate (P < 0.001). On the other behavioural phenotypes, no effect of education was reported in modulating brain damage.
We suggest that in neurodegenerative diseases the concept of brain reserve might be extended, as compensatory mechanisms are in action not only for cognitive deficits but for behavioural disturbances as well.