Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins / Diane J. LAMB in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.818-825 Titre : Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins Type de document : Texte imprimé et/ou numérique Auteurs : Diane J. LAMB, Auteur ; Christel M. MIDDELDORP, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur Année de publication : 2012 Article en page(s) : p.818-825 Langues : Anglais (eng) Mots-clés : Internalizing problem behavior  externalizing problem behavior  teacher ratings  gene–environment interaction Index. décimale : PER Périodiques Résumé : Background:  Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A unique feature of teacher ratings of twins is that some pairs are rated by different and others are rated by the same teacher. This offers the opportunity to assess gene–environment interaction. Methods:  Teacher ratings of 3,502 7-year-old, 3,134 10-year-old and 2,193 12-year-old twin pairs were analyzed with structural equation modeling. About 60% of the twin pairs were rated by the same teacher. Twin correlations and the heritability of internalizing and externalizing behavior were estimated, separately for pairs rated by the same and different teachers. Socioeconomic status and externalizing behavior at age 3 were included as covariates. Results:  Twin correlations and heritability estimates were higher when twin pairs were in the same class and rated by the same teacher than when pairs were rated by different teachers. These differences could not be explained by twin confusion or rater bias. When twins were rated by the same teacher, heritability estimates were about 70% for internalizing problems and around 80% in boys and 70% in girls for externalizing problems. When twins were rated by different teachers, heritability estimates for internalizing problems were around 30% and for externalizing problems around 50%. Conclusions:  Exposure to different teachers during childhood may affect the heritability of internalizing and externalizing behavior at school. This finding points to gene–environment interaction and is important for the understanding of childhood problem behavior. In addition, it could imply an opportunity for interventions at school. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02497.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins [Texte imprimé et/ou numérique] / Diane J. LAMB, Auteur ; Christel M. MIDDELDORP, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur . - 2012 . - p.818-825. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.818-825 Mots-clés : Internalizing problem behavior  externalizing problem behavior  teacher ratings  gene–environment interaction Index. décimale : PER Périodiques Résumé : Background:  Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A unique feature of teacher ratings of twins is that some pairs are rated by different and others are rated by the same teacher. This offers the opportunity to assess gene–environment interaction. Methods:  Teacher ratings of 3,502 7-year-old, 3,134 10-year-old and 2,193 12-year-old twin pairs were analyzed with structural equation modeling. About 60% of the twin pairs were rated by the same teacher. Twin correlations and the heritability of internalizing and externalizing behavior were estimated, separately for pairs rated by the same and different teachers. Socioeconomic status and externalizing behavior at age 3 were included as covariates. Results:  Twin correlations and heritability estimates were higher when twin pairs were in the same class and rated by the same teacher than when pairs were rated by different teachers. These differences could not be explained by twin confusion or rater bias. When twins were rated by the same teacher, heritability estimates were about 70% for internalizing problems and around 80% in boys and 70% in girls for externalizing problems. When twins were rated by different teachers, heritability estimates for internalizing problems were around 30% and for externalizing problems around 50%. Conclusions:  Exposure to different teachers during childhood may affect the heritability of internalizing and externalizing behavior at school. This finding points to gene–environment interaction and is important for the understanding of childhood problem behavior. In addition, it could imply an opportunity for interventions at school. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02497.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

The Obsessive Compulsive Scale of the Child Behavior Checklist predicts obsessive-compulsive disorder: a receiver operating characteristic curve analysis / James J. HUDZIAK in Journal of Child Psychology and Psychiatry, 47-2 (February 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-2 (February 2006) . - p.160–166 Titre : The Obsessive Compulsive Scale of the Child Behavior Checklist predicts obsessive-compulsive disorder: a receiver operating characteristic curve analysis Type de document : Texte imprimé et/ou numérique Auteurs : James J. HUDZIAK, Auteur ; Robert R. ALTHOFF, Auteur ; Catherine STANGER, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Elliot C. NELSON, Auteur ; Gregory L. HANNA, Auteur ; Dorret I. BOOMSMA, Auteur ; Richard D. TODD, Auteur Année de publication : 2006 Article en page(s) : p.160–166 Langues : Anglais (eng) Mots-clés : Obsessive-compulsive-disorder Child-Behavior-Checklist prevalence Obsessive-Compulsive-Scale Index. décimale : PER Périodiques Résumé : Background: The purpose of this study was to determine a score on the Obsessive Compulsive Scale (OCS) from the Child Behavior Checklist (CBCL) to screen for obsessive compulsive disorder (OCD) in children and to rigorously test the specificity and sensitivity of a single cutpoint. Methods: A receiver operating characteristic (ROC) curve analysis was applied to data from 61 patients with clinically determined OCD, 64 clinical controls and 73 general population controls to determine the best sum score on the CBCL-OCS to predict confirmed OCD in children. Using the ROC-determined cutoff, this score was applied to a national sample of CBCL data from 2460 singleton children ages 4–18 and to 20,016 children ages 7–18 from three large general population twin samples to determine the estimated prevalence in the general population. Results: Using a CBCL-OCS score of 5 demonstrated an area under the curve (AUC) of .88 with high sensitivity (92%) and moderate specificity (67%) compared to clinical controls. Compared to the general population controls, the AUC was .96 with high sensitivity (92%) and specificity (89%). In the twin samples, the number of participants with CBCL-OCS scores above this cutpoint was 2.3–7.1%. Conclusions: These findings suggest that the OCS of the CBCL may provide a highly effective way to screen for childhood OCD, and that the prevalence of childhood OCD may have been underestimated, thus prompting the need for further research into screening children for this condition. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01465.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=714 [article] The Obsessive Compulsive Scale of the Child Behavior Checklist predicts obsessive-compulsive disorder: a receiver operating characteristic curve analysis [Texte imprimé et/ou numérique] / James J. HUDZIAK, Auteur ; Robert R. ALTHOFF, Auteur ; Catherine STANGER, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Elliot C. NELSON, Auteur ; Gregory L. HANNA, Auteur ; Dorret I. BOOMSMA, Auteur ; Richard D. TODD, Auteur . - 2006 . - p.160–166. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-2 (February 2006) . - p.160–166 Mots-clés : Obsessive-compulsive-disorder Child-Behavior-Checklist prevalence Obsessive-Compulsive-Scale Index. décimale : PER Périodiques Résumé : Background: The purpose of this study was to determine a score on the Obsessive Compulsive Scale (OCS) from the Child Behavior Checklist (CBCL) to screen for obsessive compulsive disorder (OCD) in children and to rigorously test the specificity and sensitivity of a single cutpoint. Methods: A receiver operating characteristic (ROC) curve analysis was applied to data from 61 patients with clinically determined OCD, 64 clinical controls and 73 general population controls to determine the best sum score on the CBCL-OCS to predict confirmed OCD in children. Using the ROC-determined cutoff, this score was applied to a national sample of CBCL data from 2460 singleton children ages 4–18 and to 20,016 children ages 7–18 from three large general population twin samples to determine the estimated prevalence in the general population. Results: Using a CBCL-OCS score of 5 demonstrated an area under the curve (AUC) of .88 with high sensitivity (92%) and moderate specificity (67%) compared to clinical controls. Compared to the general population controls, the AUC was .96 with high sensitivity (92%) and specificity (89%). In the twin samples, the number of participants with CBCL-OCS scores above this cutpoint was 2.3–7.1%. Conclusions: These findings suggest that the OCS of the CBCL may provide a highly effective way to screen for childhood OCD, and that the prevalence of childhood OCD may have been underestimated, thus prompting the need for further research into screening children for this condition. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01465.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=714

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