Family history of psychiatric conditions and development of siblings of children with autism / Joseph T. CHANG ; Zeyan LIEW ; Angelina VERNETTI ; Suzanne L. MACARI ; Kelly POWELL ; Katarzyna CHAWARSKA in Autism Research, 17-8 (August 2024)  

Public ISBD [article]  inAutism Research > 17-8 (August 2024) . - p.1665-1676 Titre : Family history of psychiatric conditions and development of siblings of children with autism Type de document : texte imprimé Auteurs : Joseph T. CHANG, Auteur ; Zeyan LIEW, Auteur ; Angelina VERNETTI, Auteur ; Suzanne L. MACARI, Auteur ; Kelly POWELL, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.1665-1676 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Younger siblings (SIBS) of children with autism exhibit a wide range of clinical and subclinical symptoms including social, cognitive, language, and adaptive functioning delays. Identifying factors linked with this phenotypic heterogeneity is essential for improving understanding of the underlying biology of the heterogenous outcomes and for early identification of the most vulnerable SIBS. Prevalence of neurodevelopmental (NDD) and neuropsychiatric disorders (NPD) is significantly elevated in families of children with autism. It remains unknown, however, if the family history associates with the developmental outcomes among the SIBS. We quantified history of the NDDs and NPDs commonly reported in families of children with autism using a parent interview and assessed autism symptoms, verbal, nonverbal, and adaptive skills in a sample of 229 SIBS. Multiple regression analyses were used to examine links between family history and phenotypic outcomes, whereas controlling for birth year, age, sex, demographics, and parental education. Results suggest that family history of schizophrenia, depression, anxiety, bipolar disorder, and intellectual disability associate robustly with dimensional measures of social affect, verbal and nonverbal IQ, and adaptive functioning in the SIBS. Considering family history of these disorders may improve efforts to predict long-term outcomes in younger siblings of children with autism and inform about familial factors contributing to high phenotypic heterogenetity in this cohort. En ligne : https://doi.org/10.1002/aur.3175 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Family history of psychiatric conditions and development of siblings of children with autism [texte imprimé] / Joseph T. CHANG, Auteur ; Zeyan LIEW, Auteur ; Angelina VERNETTI, Auteur ; Suzanne L. MACARI, Auteur ; Kelly POWELL, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.1665-1676. Langues : Anglais (eng) in Autism Research > 17-8 (August 2024) . - p.1665-1676 Index. décimale : PER Périodiques Résumé : Abstract Younger siblings (SIBS) of children with autism exhibit a wide range of clinical and subclinical symptoms including social, cognitive, language, and adaptive functioning delays. Identifying factors linked with this phenotypic heterogeneity is essential for improving understanding of the underlying biology of the heterogenous outcomes and for early identification of the most vulnerable SIBS. Prevalence of neurodevelopmental (NDD) and neuropsychiatric disorders (NPD) is significantly elevated in families of children with autism. It remains unknown, however, if the family history associates with the developmental outcomes among the SIBS. We quantified history of the NDDs and NPDs commonly reported in families of children with autism using a parent interview and assessed autism symptoms, verbal, nonverbal, and adaptive skills in a sample of 229 SIBS. Multiple regression analyses were used to examine links between family history and phenotypic outcomes, whereas controlling for birth year, age, sex, demographics, and parental education. Results suggest that family history of schizophrenia, depression, anxiety, bipolar disorder, and intellectual disability associate robustly with dimensional measures of social affect, verbal and nonverbal IQ, and adaptive functioning in the SIBS. Considering family history of these disorders may improve efforts to predict long-term outcomes in younger siblings of children with autism and inform about familial factors contributing to high phenotypic heterogenetity in this cohort. En ligne : https://doi.org/10.1002/aur.3175 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Schooling and variation in the COMT gene: the devil is in the details / Daniel B. CAMPBELL in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1056-1065 Titre : Schooling and variation in the COMT gene: the devil is in the details Type de document : texte imprimé Auteurs : Daniel B. CAMPBELL, Auteur ; Johanna BICK, Auteur ; Carolyn M. YRIGOLLEN, Auteur ; Maria LEE, Auteur ; Antony JOSEPH, Auteur ; Joseph T. CHANG, Auteur ; Elena L. GRIGORENKO, Auteur ; LEARNING DISABILITIES PROJECT ZAMBIA,, Auteur Article en page(s) : p.1056-1065 Langues : Anglais (eng) Mots-clés : Schooling  nonverbal intelligence  the COMT gene  haplotype analysis  haplo.glm  interaction effects Index. décimale : PER Périodiques Résumé : Background Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for 60% of the dopamine degradation in the prefrontal cortex. Results Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Conclusions Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation. En ligne : http://dx.doi.org/10.1111/jcpp.12120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Schooling and variation in the COMT gene: the devil is in the details [texte imprimé] / Daniel B. CAMPBELL, Auteur ; Johanna BICK, Auteur ; Carolyn M. YRIGOLLEN, Auteur ; Maria LEE, Auteur ; Antony JOSEPH, Auteur ; Joseph T. CHANG, Auteur ; Elena L. GRIGORENKO, Auteur ; LEARNING DISABILITIES PROJECT ZAMBIA,, Auteur . - p.1056-1065. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1056-1065 Mots-clés : Schooling  nonverbal intelligence  the COMT gene  haplotype analysis  haplo.glm  interaction effects Index. décimale : PER Périodiques Résumé : Background Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for 60% of the dopamine degradation in the prefrontal cortex. Results Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Conclusions Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation. En ligne : http://dx.doi.org/10.1111/jcpp.12120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

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