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

Joint developmental trajectories of internalizing and externalizing disorders between childhood and adolescence / Michel G. NIVARD in Development and Psychopathology, 29-3 (August 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-3 (August 2017) . - p.919-928 Titre : Joint developmental trajectories of internalizing and externalizing disorders between childhood and adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Michel G. NIVARD, Auteur ; Gitta H. LUBKE, Auteur ; Conor V. DOLAN, Auteur ; David M. EVANS, Auteur ; Beate ST. POURCAIN, Auteur ; Marcus R. MUNAFO, Auteur ; Christel M. MIDDELDORP, Auteur Article en page(s) : p.919-928 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract This study sought to identify trajectories of DSM-IV based internalizing (INT) and externalizing (EXT) problem scores across childhood and adolescence and to provide insight into the comorbidity by modeling the co-occurrence of INT and EXT trajectories. INT and EXT were measured repeatedly between age 7 and age 15 years in over 7,000 children and analyzed using growth mixture models. Five trajectories were identified for both INT and EXT, including very low, low, decreasing, and increasing trajectories. In addition, an adolescent onset trajectory was identified for INT and a stable high trajectory was identified for EXT. Multinomial regression showed that similar EXT and INT trajectories were associated. However, the adolescent onset INT trajectory was independent of high EXT trajectories, and persisting EXT was mainly associated with decreasing INT. Sex and early life environmental risk factors predicted EXT and, to a lesser extent, INT trajectories. The association between trajectories indicates the need to consider comorbidity when a child presents with INT or EXT disorders, particularly when symptoms start early. This is less necessary when INT symptoms start at adolescence. Future studies should investigate the etiology of co-occurring INT and EXT and the specific treatment needs of these severely affected children. En ligne : http://dx.doi.org/10.1017/s0954579416000572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312 [article] Joint developmental trajectories of internalizing and externalizing disorders between childhood and adolescence [Texte imprimé et/ou numérique] / Michel G. NIVARD, Auteur ; Gitta H. LUBKE, Auteur ; Conor V. DOLAN, Auteur ; David M. EVANS, Auteur ; Beate ST. POURCAIN, Auteur ; Marcus R. MUNAFO, Auteur ; Christel M. MIDDELDORP, Auteur . - p.919-928. Langues : Anglais (eng) in Development and Psychopathology > 29-3 (August 2017) . - p.919-928 Index. décimale : PER Périodiques Résumé : Abstract This study sought to identify trajectories of DSM-IV based internalizing (INT) and externalizing (EXT) problem scores across childhood and adolescence and to provide insight into the comorbidity by modeling the co-occurrence of INT and EXT trajectories. INT and EXT were measured repeatedly between age 7 and age 15 years in over 7,000 children and analyzed using growth mixture models. Five trajectories were identified for both INT and EXT, including very low, low, decreasing, and increasing trajectories. In addition, an adolescent onset trajectory was identified for INT and a stable high trajectory was identified for EXT. Multinomial regression showed that similar EXT and INT trajectories were associated. However, the adolescent onset INT trajectory was independent of high EXT trajectories, and persisting EXT was mainly associated with decreasing INT. Sex and early life environmental risk factors predicted EXT and, to a lesser extent, INT trajectories. The association between trajectories indicates the need to consider comorbidity when a child presents with INT or EXT disorders, particularly when symptoms start early. This is less necessary when INT symptoms start at adolescence. Future studies should investigate the etiology of co-occurring INT and EXT and the specific treatment needs of these severely affected children. En ligne : http://dx.doi.org/10.1017/s0954579416000572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312

Practitioner Review: It's time to bridge the gap - understanding the unmet needs of consumers with attention-deficit/hyperactivity disorder - a systematic review and recommendations / Matthew BISSET in Journal of Child Psychology and Psychiatry, 64-6 (June 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-6 (June 2023) . - p.848-858 Titre : Practitioner Review: It's time to bridge the gap - understanding the unmet needs of consumers with attention-deficit/hyperactivity disorder - a systematic review and recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Matthew BISSET, Auteur ; Louise E. BROWN, Auteur ; Sampada BHIDE, Auteur ; Pooja PATEL, Auteur ; Nardia ZENDARSKI, Auteur ; David COGHILL, Auteur ; Leanne PAYNE, Auteur ; Mark A. BELLGROVE, Auteur ; Christel M. MIDDELDORP, Auteur ; Emma SCIBERRAS, Auteur Article en page(s) : p.848-858 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Objective Understanding the unmet needs of healthcare consumers with attention-deficit/hyperactivity disorder (ADHD) (individuals with ADHD and their caregivers) provides critical insight into gaps in services, education and research that require focus and funding to improve outcomes. This review examines the unmet needs of ADHD consumers from a consumer perspective. Methods A standardised search protocol identified peer-reviewed studies published between December 2011 and December 2021 focusing on consumer-identified needs relating to ADHD clinical care or research priorities. Results 1,624 articles were screened with 23 studies that reviewed examining the needs of ADHD consumers from Europe, the U.K., Hong Kong, Iran, Australia, the U.S.A. and Canada. Consumer-identified needs related to: treatment that goes beyond medication (12 studies); improved ADHD-related education/training (17 studies); improved access to clinical services, carer support and financial assistance (14 studies); school accommodations/support (6 studies); and ongoing treatment efficacy research (1 study). Conclusion ADHD consumers have substantial unmet needs in clinical, psychosocial and research contexts. Recommendations to address these needs include: improving access to and quality of multimodal care provision; incorporating recovery principles into care provision; fostering ADHD health literacy; and increasing consumer participation in research, service development and ADHD-related training/education. En ligne : http://dx.doi.org/https://doi.org/10.1111/jcpp.13752 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Practitioner Review: It's time to bridge the gap - understanding the unmet needs of consumers with attention-deficit/hyperactivity disorder - a systematic review and recommendations [Texte imprimé et/ou numérique] / Matthew BISSET, Auteur ; Louise E. BROWN, Auteur ; Sampada BHIDE, Auteur ; Pooja PATEL, Auteur ; Nardia ZENDARSKI, Auteur ; David COGHILL, Auteur ; Leanne PAYNE, Auteur ; Mark A. BELLGROVE, Auteur ; Christel M. MIDDELDORP, Auteur ; Emma SCIBERRAS, Auteur . - p.848-858. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-6 (June 2023) . - p.848-858 Index. décimale : PER Périodiques Résumé : Objective Understanding the unmet needs of healthcare consumers with attention-deficit/hyperactivity disorder (ADHD) (individuals with ADHD and their caregivers) provides critical insight into gaps in services, education and research that require focus and funding to improve outcomes. This review examines the unmet needs of ADHD consumers from a consumer perspective. Methods A standardised search protocol identified peer-reviewed studies published between December 2011 and December 2021 focusing on consumer-identified needs relating to ADHD clinical care or research priorities. Results 1,624 articles were screened with 23 studies that reviewed examining the needs of ADHD consumers from Europe, the U.K., Hong Kong, Iran, Australia, the U.S.A. and Canada. Consumer-identified needs related to: treatment that goes beyond medication (12 studies); improved ADHD-related education/training (17 studies); improved access to clinical services, carer support and financial assistance (14 studies); school accommodations/support (6 studies); and ongoing treatment efficacy research (1 study). Conclusion ADHD consumers have substantial unmet needs in clinical, psychosocial and research contexts. Recommendations to address these needs include: improving access to and quality of multimodal care provision; incorporating recovery principles into care provision; fostering ADHD health literacy; and increasing consumer participation in research, service development and ADHD-related training/education. En ligne : http://dx.doi.org/https://doi.org/10.1111/jcpp.13752 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Research Review: Polygenic methods and their application to psychiatric traits / Naomi R. WRAY in Journal of Child Psychology and Psychiatry, 55-10 (October 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-10 (October 2014) . - p.1068-1087 Titre : Research Review: Polygenic methods and their application to psychiatric traits Type de document : Texte imprimé et/ou numérique Auteurs : Naomi R. WRAY, Auteur ; Sang Hong LEE, Auteur ; Divya MEHTA, Auteur ; Anna A. E. VINKHUYZEN, Auteur ; Frank DUDBRIDGE, Auteur ; Christel M. MIDDELDORP, Auteur Article en page(s) : p.1068-1087 Langues : Anglais (eng) Mots-clés : Polygenic risk scoring  genome-wide association studies  psychiatric disorders  heritability  SNP analyses  disease traits Index. décimale : PER Périodiques Résumé : Background Despite evidence from twin and family studies for an important contribution of genetic factors to both childhood and adult onset psychiatric disorders, identifying robustly associated specific DNA variants has proved challenging. In the pregenomics era the genetic architecture (number, frequency and effect size of risk variants) of complex genetic disorders was unknown. Empirical evidence for the genetic architecture of psychiatric disorders is emerging from the genetic studies of the last 5 years. Methods and scope We review the methods investigating the polygenic nature of complex disorders. We provide mini-guides to genomic profile (or polygenic) risk scoring and to estimation of variance (or heritability) from common SNPs; a glossary of key terms is also provided. We review results of applications of the methods to psychiatric disorders and related traits and consider how these methods inform on missing heritability, hidden heritability and still-missing heritability. Findings Genome-wide genotyping and sequencing studies are providing evidence that psychiatric disorders are truly polygenic, that is they have a genetic architecture of many genetic variants, including risk variants that are both common and rare in the population. Sample sizes published to date are mostly underpowered to detect effect sizes of the magnitude presented by nature, and these effect sizes may be constrained by the biological validity of the diagnostic constructs. Conclusions Increasing the sample size for genome wide association studies of psychiatric disorders will lead to the identification of more associated genetic variants, as already found for schizophrenia. These loci provide the starting point of functional analyses that might eventually lead to new prevention and treatment options and to improved biological validity of diagnostic constructs. Polygenic analyses will contribute further to our understanding of complex genetic traits as sample sizes increase and as sample resources become richer in phenotypic descriptors, both in terms of clinical symptoms and of nongenetic risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Research Review: Polygenic methods and their application to psychiatric traits [Texte imprimé et/ou numérique] / Naomi R. WRAY, Auteur ; Sang Hong LEE, Auteur ; Divya MEHTA, Auteur ; Anna A. E. VINKHUYZEN, Auteur ; Frank DUDBRIDGE, Auteur ; Christel M. MIDDELDORP, Auteur . - p.1068-1087. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-10 (October 2014) . - p.1068-1087 Mots-clés : Polygenic risk scoring  genome-wide association studies  psychiatric disorders  heritability  SNP analyses  disease traits Index. décimale : PER Périodiques Résumé : Background Despite evidence from twin and family studies for an important contribution of genetic factors to both childhood and adult onset psychiatric disorders, identifying robustly associated specific DNA variants has proved challenging. In the pregenomics era the genetic architecture (number, frequency and effect size of risk variants) of complex genetic disorders was unknown. Empirical evidence for the genetic architecture of psychiatric disorders is emerging from the genetic studies of the last 5 years. Methods and scope We review the methods investigating the polygenic nature of complex disorders. We provide mini-guides to genomic profile (or polygenic) risk scoring and to estimation of variance (or heritability) from common SNPs; a glossary of key terms is also provided. We review results of applications of the methods to psychiatric disorders and related traits and consider how these methods inform on missing heritability, hidden heritability and still-missing heritability. Findings Genome-wide genotyping and sequencing studies are providing evidence that psychiatric disorders are truly polygenic, that is they have a genetic architecture of many genetic variants, including risk variants that are both common and rare in the population. Sample sizes published to date are mostly underpowered to detect effect sizes of the magnitude presented by nature, and these effect sizes may be constrained by the biological validity of the diagnostic constructs. Conclusions Increasing the sample size for genome wide association studies of psychiatric disorders will lead to the identification of more associated genetic variants, as already found for schizophrenia. These loci provide the starting point of functional analyses that might eventually lead to new prevention and treatment options and to improved biological validity of diagnostic constructs. Polygenic analyses will contribute further to our understanding of complex genetic traits as sample sizes increase and as sample resources become richer in phenotypic descriptors, both in terms of clinical symptoms and of nongenetic risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

The Development and Validation of a Subscale for the School-Age Child Behavior CheckList to Screen for Autism Spectrum Disorder / Julia E. OFFERMANS in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1034-1052 Titre : The Development and Validation of a Subscale for the School-Age Child Behavior CheckList to Screen for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Julia E. OFFERMANS, Auteur ; Esther I. DE BRUIN, Auteur ; Aurelie M. C. LANGE, Auteur ; Christel M. MIDDELDORP, Auteur ; Laura W. WESSELDIJK, Auteur ; Dorret I. BOOMSMA, Auteur ; Gwen C. DIELEMAN, Auteur ; Susan M. BOGELS, Auteur ; Francisca J. A. VAN STEENSEL, Auteur Article en page(s) : p.1034-1052 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The first aim of this study was to construct/validate a subscale-with cut-offs considering gender/age differences-for the school-age Child Behavior CheckList (CBCL) to screen for Autism Spectrum Disorder (ASD) applying both data-driven (N=1666) and clinician-expert (N=15) approaches. Further, we compared these to previously established CBCL ASD profiles/subscales and DSM-oriented subscales. The second aim was to cross-validate results in two truly independent samples (N=2445 and 886). Despite relatively low discriminative power of all subscales in the cross-validation samples, results indicated that the data-driven subscale had the best potential to screen for ASD and a similar screening potential as the DSM-oriented subscales. Given beneficial implications for pediatric/clinical practice, we encourage colleagues to continue the validation of this CBCL ASD subscale. En ligne : https://doi.org/10.1007/s10803-022-05465-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] The Development and Validation of a Subscale for the School-Age Child Behavior CheckList to Screen for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Julia E. OFFERMANS, Auteur ; Esther I. DE BRUIN, Auteur ; Aurelie M. C. LANGE, Auteur ; Christel M. MIDDELDORP, Auteur ; Laura W. WESSELDIJK, Auteur ; Dorret I. BOOMSMA, Auteur ; Gwen C. DIELEMAN, Auteur ; Susan M. BOGELS, Auteur ; Francisca J. A. VAN STEENSEL, Auteur . - p.1034-1052. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1034-1052 Index. décimale : PER Périodiques Résumé : The first aim of this study was to construct/validate a subscale-with cut-offs considering gender/age differences-for the school-age Child Behavior CheckList (CBCL) to screen for Autism Spectrum Disorder (ASD) applying both data-driven (N=1666) and clinician-expert (N=15) approaches. Further, we compared these to previously established CBCL ASD profiles/subscales and DSM-oriented subscales. The second aim was to cross-validate results in two truly independent samples (N=2445 and 886). Despite relatively low discriminative power of all subscales in the cross-validation samples, results indicated that the data-driven subscale had the best potential to screen for ASD and a similar screening potential as the DSM-oriented subscales. Given beneficial implications for pediatric/clinical practice, we encourage colleagues to continue the validation of this CBCL ASD subscale. En ligne : https://doi.org/10.1007/s10803-022-05465-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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