Do Children Think it is Important to Predict Learning and Behaviour Problems, and Do They Think Genetic Screening Has a Role to Play in This? / Diana FIELDS in Journal of Autism and Developmental Disorders, 54-6 (June 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2368-2385 Titre : Do Children Think it is Important to Predict Learning and Behaviour Problems, and Do They Think Genetic Screening Has a Role to Play in This? Type de document : Texte imprimé et/ou numérique Auteurs : Diana FIELDS, Auteur ; Kathryn ASBURY, Auteur Article en page(s) : p.2368-2385 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study explores how capable young children are of thinking about a potential future that uses DNA screening to assess an individual?s likelihood of experiencing learning or behaviour difficulties. Puppets and a scenario-based approach were used to ask children aged 4-10 (n = 165) whether they thought DNA screening might be helpful or harmful. A content analysis derived six categories: (1) 'Worried about being - and being seen as - different'; (2) 'Beliefs about the origins of learning and behaviour'; (3) 'Testing is harmful'; (4) 'Testing could help'; (5) 'How soon is too soon for testing?'; and (6) 'What?s the point?'. Findings indicate young children, as key stakeholders, can make useful contributions to public debate in this important and controversial area. En ligne : https://doi.org/10.1007/s10803-023-05966-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] Do Children Think it is Important to Predict Learning and Behaviour Problems, and Do They Think Genetic Screening Has a Role to Play in This? [Texte imprimé et/ou numérique] / Diana FIELDS, Auteur ; Kathryn ASBURY, Auteur . - p.2368-2385. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2368-2385 Index. décimale : PER Périodiques Résumé : This study explores how capable young children are of thinking about a potential future that uses DNA screening to assess an individual?s likelihood of experiencing learning or behaviour difficulties. Puppets and a scenario-based approach were used to ask children aged 4-10 (n = 165) whether they thought DNA screening might be helpful or harmful. A content analysis derived six categories: (1) 'Worried about being - and being seen as - different'; (2) 'Beliefs about the origins of learning and behaviour'; (3) 'Testing is harmful'; (4) 'Testing could help'; (5) 'How soon is too soon for testing?'; and (6) 'What?s the point?'. Findings indicate young children, as key stakeholders, can make useful contributions to public debate in this important and controversial area. En ligne : https://doi.org/10.1007/s10803-023-05966-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap / Agnieszka GIDZIELA in Journal of Child Psychology and Psychiatry, 64-5 (May 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-5 (May 2023) . - p.747-757 Titre : Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap Type de document : Texte imprimé et/ou numérique Auteurs : Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Kaili RIMFELD, Auteur ; Andrew MCMILLAN, Auteur ; Angelica RONALD, Auteur ; Essi VIDING, Auteur ; Alison PIKE, Auteur ; Kathryn ASBURY, Auteur ; Thalia C. ELEY, Auteur ; Sophie VON STUMM, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.747-757 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Individual differences in symptoms of behaviour problems in childhood and adolescence are not primarily due to nature or nurture - another substantial source of variance is non-shared environment (NSE). However, few specific environmental factors have been found to account for these NSE estimates. This creates a 'missing NSE' gap analogous to the 'missing heritability' gap, which refers to the shortfall in identifying DNA differences responsible for heritability. We assessed the extent to which variance in behaviour problem symptoms during the first two decades of life can be accounted for by measured NSE effects after controlling for genetics and shared environment. Methods The sample included 4,039 pairs of twins in the Twins Early Development Study whose environments and symptoms of behaviour problems were assessed in preschool, childhood, adolescence and early adulthood via parent, teacher and self-reports. Twin-specific environments were assessed via parent-reports, including early life adversity, parental feelings, parental discipline and classroom environment. Multivariate longitudinal twin model-fitting was employed to estimate the variance in behaviour problem symptoms at each age that could be predicted by environmental measures at the previous age. Results On average across childhood, adolescence and adulthood, parent-rated NSE composite measures accounted for 3.4% of the reliable NSE variance (1.0% of the total variance) in parent-rated, symptoms of behaviour problems, 0.5% (0.1%) in teacher-rated symptoms and 0.9% (0.5%) in self-rated symptoms after controlling for genetics, shared environment and error of measurement. Cumulatively across development, our parent-rated NSE measures in preschool, childhood and adolescence predicted 4.7% of the NSE variance (2.0% of the total variance) in parent-rated and 0.3% (0.2%) in self-rated behaviour problem symptoms in adulthood. Conclusions The missing NSE gap between variance explained by measured environments and total NSE variance is large. Home and classroom environments are more likely to influence behaviour problem symptoms via genetics than via NSE. En ligne : https://doi.org/10.1111/jcpp.13729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood: mind the missing NSE gap [Texte imprimé et/ou numérique] / Agnieszka GIDZIELA, Auteur ; Margherita MALANCHINI, Auteur ; Kaili RIMFELD, Auteur ; Andrew MCMILLAN, Auteur ; Angelica RONALD, Auteur ; Essi VIDING, Auteur ; Alison PIKE, Auteur ; Kathryn ASBURY, Auteur ; Thalia C. ELEY, Auteur ; Sophie VON STUMM, Auteur ; Robert PLOMIN, Auteur . - p.747-757. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-5 (May 2023) . - p.747-757 Index. décimale : PER Périodiques Résumé : Background Individual differences in symptoms of behaviour problems in childhood and adolescence are not primarily due to nature or nurture - another substantial source of variance is non-shared environment (NSE). However, few specific environmental factors have been found to account for these NSE estimates. This creates a 'missing NSE' gap analogous to the 'missing heritability' gap, which refers to the shortfall in identifying DNA differences responsible for heritability. We assessed the extent to which variance in behaviour problem symptoms during the first two decades of life can be accounted for by measured NSE effects after controlling for genetics and shared environment. Methods The sample included 4,039 pairs of twins in the Twins Early Development Study whose environments and symptoms of behaviour problems were assessed in preschool, childhood, adolescence and early adulthood via parent, teacher and self-reports. Twin-specific environments were assessed via parent-reports, including early life adversity, parental feelings, parental discipline and classroom environment. Multivariate longitudinal twin model-fitting was employed to estimate the variance in behaviour problem symptoms at each age that could be predicted by environmental measures at the previous age. Results On average across childhood, adolescence and adulthood, parent-rated NSE composite measures accounted for 3.4% of the reliable NSE variance (1.0% of the total variance) in parent-rated, symptoms of behaviour problems, 0.5% (0.1%) in teacher-rated symptoms and 0.9% (0.5%) in self-rated symptoms after controlling for genetics, shared environment and error of measurement. Cumulatively across development, our parent-rated NSE measures in preschool, childhood and adolescence predicted 4.7% of the NSE variance (2.0% of the total variance) in parent-rated and 0.3% (0.2%) in self-rated behaviour problem symptoms in adulthood. Conclusions The missing NSE gap between variance explained by measured environments and total NSE variance is large. Home and classroom environments are more likely to influence behaviour problem symptoms via genetics than via NSE. En ligne : https://doi.org/10.1111/jcpp.13729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons / Gary J. LEWIS in Journal of Child Psychology and Psychiatry, 58-3 (March 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-3 (March 2017) . - p.292-304 Titre : Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons Type de document : Texte imprimé et/ou numérique Auteurs : Gary J. LEWIS, Auteur ; Kathryn ASBURY, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.292-304 Langues : Anglais (eng) Mots-clés : Education  genetics  longitudinal  twin study  behavior problems  Strengths and Difficulties Questionnaire Index. décimale : PER Périodiques Résumé : Background Childhood behavior problems predict subsequent educational achievement; however, little research has examined the etiology of these links using a longitudinal twin design. Moreover, it is unknown whether genetic and environmental innovations provide incremental prediction for educational achievement from childhood to adolescence. Methods We examined genetic and environmental influences on parental ratings of behavior problems across childhood (age 4) and adolescence (ages 12 and 16) as predictors of educational achievement at age 16 using a longitudinal classical twin design. Results Shared-environmental influences on anxiety, conduct problems, and peer problems at age 4 predicted educational achievement at age 16. Genetic influences on the externalizing behaviors of conduct problems and hyperactivity at age 4 predicted educational achievement at age 16. Moreover, novel genetic and (to a lesser extent) nonshared-environmental influences acting on conduct problems and hyperactivity emerged at ages 12 and 16, adding to the genetic prediction from age 4. Conclusions These findings demonstrate that genetic and shared-environmental factors underpinning behavior problems in early childhood predict educational achievement in midadolescence. These findings are consistent with the notion that early-childhood behavior problems reflect the initiation of a life-course persistent trajectory with concomitant implications for social attainment. However, we also find evidence that genetic and nonshared-environment innovations acting on behavior problems have implications for subsequent educational achievement, consistent with recent work arguing that adolescence represents a sensitive period for socioaffective development. En ligne : http://dx.doi.org/10.1111/jcpp.12655 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons [Texte imprimé et/ou numérique] / Gary J. LEWIS, Auteur ; Kathryn ASBURY, Auteur ; Robert PLOMIN, Auteur . - p.292-304. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-3 (March 2017) . - p.292-304 Mots-clés : Education  genetics  longitudinal  twin study  behavior problems  Strengths and Difficulties Questionnaire Index. décimale : PER Périodiques Résumé : Background Childhood behavior problems predict subsequent educational achievement; however, little research has examined the etiology of these links using a longitudinal twin design. Moreover, it is unknown whether genetic and environmental innovations provide incremental prediction for educational achievement from childhood to adolescence. Methods We examined genetic and environmental influences on parental ratings of behavior problems across childhood (age 4) and adolescence (ages 12 and 16) as predictors of educational achievement at age 16 using a longitudinal classical twin design. Results Shared-environmental influences on anxiety, conduct problems, and peer problems at age 4 predicted educational achievement at age 16. Genetic influences on the externalizing behaviors of conduct problems and hyperactivity at age 4 predicted educational achievement at age 16. Moreover, novel genetic and (to a lesser extent) nonshared-environmental influences acting on conduct problems and hyperactivity emerged at ages 12 and 16, adding to the genetic prediction from age 4. Conclusions These findings demonstrate that genetic and shared-environmental factors underpinning behavior problems in early childhood predict educational achievement in midadolescence. These findings are consistent with the notion that early-childhood behavior problems reflect the initiation of a life-course persistent trajectory with concomitant implications for social attainment. However, we also find evidence that genetic and nonshared-environment innovations acting on behavior problems have implications for subsequent educational achievement, consistent with recent work arguing that adolescence represents a sensitive period for socioaffective development. En ligne : http://dx.doi.org/10.1111/jcpp.12655 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Genetic influences on sibling bullying and mental health difficulties / John VINCENT ; Kathryn ASBURY in Journal of Child Psychology and Psychiatry, 65-9 (September 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-9 (September 2024) . - p.1165-1174 Titre : Genetic influences on sibling bullying and mental health difficulties Type de document : Texte imprimé et/ou numérique Auteurs : John VINCENT, Auteur ; Kathryn ASBURY, Auteur Article en page(s) : p.1165-1174 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Sibling bullying is associated with mental health difficulties; both in the short and long term. It is commonly assumed that sibling bullying leads to mental health difficulties but additional explanations for the relationship between the two are seldom investigated. Methods To address this gap in knowledge, we used a genetically sensitive design with data from the Avon Longitudinal Study of Parents and Children (maximum N = 3,959, 53% female). At ages 11-13?years, individuals self-reported their involvement in sibling bullying, as a victim and perpetrator, and parents reported on their child's mental health difficulties. Polygenic scores, indices of genetic risk for psychiatric disorders (major depressive disorder and attention deficit hyperactivity disorder) were computed using children's genetic data. Regression and structural equation models were fitted to the data. Results Sibling bullying, victimisation and perpetration, and polygenic scores both predicted mental health difficulties in an additive manner but there was no interaction between them. Polygenic scores for mental health difficulties were also associated with sibling bullying. Conclusions These findings suggest that sibling bullying, victimisation and perpetration, is associated with mental health difficulties, even after accounting for some genetic effects. Additionally, the relationship between sibling bullying and mental health difficulties may be, at least partly, due to shared genetic aetiology. One possibility is that genetic risk for mental health difficulties influences the onset of mental health difficulties which in turn make children more susceptible to sibling bullying. En ligne : https://doi.org/10.1111/jcpp.13956 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Genetic influences on sibling bullying and mental health difficulties [Texte imprimé et/ou numérique] / John VINCENT, Auteur ; Kathryn ASBURY, Auteur . - p.1165-1174. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-9 (September 2024) . - p.1165-1174 Index. décimale : PER Périodiques Résumé : Background Sibling bullying is associated with mental health difficulties; both in the short and long term. It is commonly assumed that sibling bullying leads to mental health difficulties but additional explanations for the relationship between the two are seldom investigated. Methods To address this gap in knowledge, we used a genetically sensitive design with data from the Avon Longitudinal Study of Parents and Children (maximum N = 3,959, 53% female). At ages 11-13?years, individuals self-reported their involvement in sibling bullying, as a victim and perpetrator, and parents reported on their child's mental health difficulties. Polygenic scores, indices of genetic risk for psychiatric disorders (major depressive disorder and attention deficit hyperactivity disorder) were computed using children's genetic data. Regression and structural equation models were fitted to the data. Results Sibling bullying, victimisation and perpetration, and polygenic scores both predicted mental health difficulties in an additive manner but there was no interaction between them. Polygenic scores for mental health difficulties were also associated with sibling bullying. Conclusions These findings suggest that sibling bullying, victimisation and perpetration, is associated with mental health difficulties, even after accounting for some genetic effects. Additionally, the relationship between sibling bullying and mental health difficulties may be, at least partly, due to shared genetic aetiology. One possibility is that genetic risk for mental health difficulties influences the onset of mental health difficulties which in turn make children more susceptible to sibling bullying. En ligne : https://doi.org/10.1111/jcpp.13956 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? / Kathryn ASBURY in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780 Titre : How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur Article en page(s) : p.1772-1780 Langues : Anglais (eng) Mots-clés : Covid-19  Disabilities  Mental health  Parents  Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? [Texte imprimé et/ou numérique] / Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur . - p.1772-1780. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780 Mots-clés : Covid-19  Disabilities  Mental health  Parents  Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

"I need them for my autism, but I don?t know why": Exploring the friendship experiences of autistic children in UK primary schools / Laura FOX in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 1, quantitative findings / Umar TOSEEB in Autism, 27-1 (January 2023)  

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A longitudinal study of the mental health of autistic children and adolescents and their parents during COVID-19: Part 2, qualitative findings / Kathryn ASBURY in Autism, 27-1 (January 2023)  

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Parents' perceptions of the impact of COVID-19 and school transition on autistic children?s friendships / Laura FOX in Autism, 27-4 (May 2023)  

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School quality ratings are weak predictors of students' achievement and well-being / Sophie VON STUMM in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)  

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Sibling relationships and parental interventions to sibling bullying during COVID-19: A qualitative comparison of British and Turkish families of autistic adolescents / Emre DENIZ in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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