Shared genetic influences between dimensional ASD and ADHD symptoms during child and adolescent development / E. STERGIAKOULI in Molecular Autism, 8 (2017)  

Public ISBD [article]  inMolecular Autism > 8 (2017) . - 18p. Titre : Shared genetic influences between dimensional ASD and ADHD symptoms during child and adolescent development Type de document : Texte imprimé et/ou numérique Auteurs : E. STERGIAKOULI, Auteur ; George DAVEY SMITH, Auteur ; J. MARTIN, Auteur ; D. H. SKUSE, Auteur ; W. VIECHTBAUER, Auteur ; S. M. RING, Auteur ; A. RONALD, Auteur ; D. E. EVANS, Auteur ; S. E. FISHER, Auteur ; A. THAPAR, Auteur ; B. ST POURCAIN, Auteur Article en page(s) : 18p. Langues : Anglais (eng) Mots-clés : ADHD symptoms  Alspac  Clinical ADHD  Genetic overlap  Social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Shared genetic influences between attention-deficit/hyperactivity disorder (ADHD) symptoms and autism spectrum disorder (ASD) symptoms have been reported. Cross-trait genetic relationships are, however, subject to dynamic changes during development. We investigated the continuity of genetic overlap between ASD and ADHD symptoms in a general population sample during childhood and adolescence. We also studied uni- and cross-dimensional trait-disorder links with respect to genetic ADHD and ASD risk. METHODS: Social-communication difficulties (N En ligne : http://dx.doi.org/10.1186/s13229-017-0131-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Shared genetic influences between dimensional ASD and ADHD symptoms during child and adolescent development [Texte imprimé et/ou numérique] / E. STERGIAKOULI, Auteur ; George DAVEY SMITH, Auteur ; J. MARTIN, Auteur ; D. H. SKUSE, Auteur ; W. VIECHTBAUER, Auteur ; S. M. RING, Auteur ; A. RONALD, Auteur ; D. E. EVANS, Auteur ; S. E. FISHER, Auteur ; A. THAPAR, Auteur ; B. ST POURCAIN, Auteur . - 18p. Langues : Anglais (eng) in Molecular Autism > 8 (2017) . - 18p. Mots-clés : ADHD symptoms  Alspac  Clinical ADHD  Genetic overlap  Social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Shared genetic influences between attention-deficit/hyperactivity disorder (ADHD) symptoms and autism spectrum disorder (ASD) symptoms have been reported. Cross-trait genetic relationships are, however, subject to dynamic changes during development. We investigated the continuity of genetic overlap between ASD and ADHD symptoms in a general population sample during childhood and adolescence. We also studied uni- and cross-dimensional trait-disorder links with respect to genetic ADHD and ASD risk. METHODS: Social-communication difficulties (N En ligne : http://dx.doi.org/10.1186/s13229-017-0131-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

The development of autistic social traits across childhood and adolescence in males and females / W. MANDY in Journal of Child Psychology and Psychiatry, 59-11 (November 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1143-1151 Titre : The development of autistic social traits across childhood and adolescence in males and females Type de document : Texte imprimé et/ou numérique Auteurs : W. MANDY, Auteur ; L. PELLICANO, Auteur ; B. ST POURCAIN, Auteur ; D. SKUSE, Auteur ; J. HERON, Auteur Article en page(s) : p.1143-1151 Langues : Anglais (eng) Mots-clés : Autism  autistic traits  avon longitudinal study of parents and children  developmental trajectory  sex/gender differences Index. décimale : PER Périodiques Résumé : BACKGROUND: Autism is a dimensional condition, representing the extreme end of a continuum of social competence that extends throughout the general population. Currently, little is known about how autistic social traits (ASTs), measured across the full spectrum of severity, develop during childhood and adolescence, including whether there are developmental differences between boys and girls. Therefore, we sought to chart the trajectories of ASTs in the general population across childhood and adolescence, with a focus on gender differences. METHODS: Participants were 9,744 males (n = 4,784) and females (n = 4,960) from ALSPAC, a UK birth cohort study. ASTs were assessed when participants were aged 7, 10, 13 and 16 years, using the parent-report Social Communication Disorders Checklist. Data were modelled using latent growth curve analysis. RESULTS: Developmental trajectories of males and females were nonlinear, showing a decline from 7 to 10 years, followed by an increase between 10 and 16 years. At 7 years, males had higher levels of ASTs than females (mean raw score difference = 0.88, 95% CI [.72, 1.04]), and were more likely (odds ratio [OR] = 1.99; 95% CI, 1.82, 2.16) to score in the clinical range on the SCDC. By 16 years this gender difference had disappeared: males and females had, on average, similar levels of ASTs (mean difference = 0.00, 95% CI [-0.19, 0.19]) and were equally likely to score in the SCDC's clinical range (OR = 0.91, 95% CI, 0.73, 1.10). This was the result of an increase in females' ASTs between 10 and 16 years. CONCLUSIONS: There are gender-specific trajectories of autistic social impairment, with females more likely than males to experience an escalation of ASTs during early- and midadolescence. It remains to be discovered whether the observed female adolescent increase in ASTs represents the genuine late onset of social difficulties or earlier, subtle, pre-existing difficulties becoming more obvious. En ligne : http://dx.doi.org/10.1111/jcpp.12913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] The development of autistic social traits across childhood and adolescence in males and females [Texte imprimé et/ou numérique] / W. MANDY, Auteur ; L. PELLICANO, Auteur ; B. ST POURCAIN, Auteur ; D. SKUSE, Auteur ; J. HERON, Auteur . - p.1143-1151. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1143-1151 Mots-clés : Autism  autistic traits  avon longitudinal study of parents and children  developmental trajectory  sex/gender differences Index. décimale : PER Périodiques Résumé : BACKGROUND: Autism is a dimensional condition, representing the extreme end of a continuum of social competence that extends throughout the general population. Currently, little is known about how autistic social traits (ASTs), measured across the full spectrum of severity, develop during childhood and adolescence, including whether there are developmental differences between boys and girls. Therefore, we sought to chart the trajectories of ASTs in the general population across childhood and adolescence, with a focus on gender differences. METHODS: Participants were 9,744 males (n = 4,784) and females (n = 4,960) from ALSPAC, a UK birth cohort study. ASTs were assessed when participants were aged 7, 10, 13 and 16 years, using the parent-report Social Communication Disorders Checklist. Data were modelled using latent growth curve analysis. RESULTS: Developmental trajectories of males and females were nonlinear, showing a decline from 7 to 10 years, followed by an increase between 10 and 16 years. At 7 years, males had higher levels of ASTs than females (mean raw score difference = 0.88, 95% CI [.72, 1.04]), and were more likely (odds ratio [OR] = 1.99; 95% CI, 1.82, 2.16) to score in the clinical range on the SCDC. By 16 years this gender difference had disappeared: males and females had, on average, similar levels of ASTs (mean difference = 0.00, 95% CI [-0.19, 0.19]) and were equally likely to score in the SCDC's clinical range (OR = 0.91, 95% CI, 0.73, 1.10). This was the result of an increase in females' ASTs between 10 and 16 years. CONCLUSIONS: There are gender-specific trajectories of autistic social impairment, with females more likely than males to experience an escalation of ASTs during early- and midadolescence. It remains to be discovered whether the observed female adolescent increase in ASTs represents the genuine late onset of social difficulties or earlier, subtle, pre-existing difficulties becoming more obvious. En ligne : http://dx.doi.org/10.1111/jcpp.12913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary / E. VERHOEF in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.728-738 Titre : The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary Type de document : Texte imprimé et/ou numérique Auteurs : E. VERHOEF, Auteur ; C. Y. SHAPLAND, Auteur ; S. E. FISHER, Auteur ; Philip S. DALE, Auteur ; B. ST POURCAIN, Auteur Article en page(s) : p.728-738 Langues : Anglais (eng) Mots-clés : Adolescent  Child  Humans  Language  Language Development  Literacy  Longitudinal Studies  Vocabulary  Alspac  behavioural genetics  language and literacy development Index. décimale : PER Périodiques Résumé : BACKGROUND: The heritability of language and literacy skills increases from early-childhood to adolescence. The underlying mechanisms are little understood and may involve (a) the amplification of genetic influences contributing to early language abilities, and/or (b) the emergence of novel genetic factors (innovation). Here, we investigate the developmental origins of genetic factors influencing mid-childhood/early-adolescent language and literacy. We evaluate evidence for the amplification of early-childhood genetic factors for vocabulary, in addition to genetic innovation processes. METHODS: Expressive and receptive vocabulary scores at 38 months, thirteen language- and literacy-related abilities and nonverbal cognition (7-13 years) were assessed in unrelated children from the Avon Longitudinal Study of Parents and Children (ALSPAC, N(individuals)  ? 6,092). We investigated the multivariate genetic architecture underlying early-childhood expressive and receptive vocabulary, and each of 14 mid-childhood/early-adolescent language, literacy or cognitive skills with trivariate structural equation (Cholesky) models as captured by genome-wide genetic relationship matrices. The individual path coefficients of the resulting structural models were finally meta-analysed to evaluate evidence for overarching patterns. RESULTS: We observed little support for the emergence of novel genetic sources for language, literacy or cognitive abilities during mid-childhood or early adolescence. Instead, genetic factors of early-childhood vocabulary, especially those unique to receptive skills, were amplified and represented the majority of genetic variance underlying many of these later complex skills (?99%). The most predictive early genetic factor accounted for 29.4%(SE = 12.9%) to 45.1%(SE = 7.6%) of the phenotypic variation in verbal intelligence and literacy skills, but also for 25.7%(SE = 6.4%) in performance intelligence, while explaining only a fraction of the phenotypic variation in receptive vocabulary (3.9%(SE = 1.8%)). CONCLUSIONS: Genetic factors contributing to many complex skills during mid-childhood and early adolescence, including literacy, verbal cognition and nonverbal cognition, originate developmentally in early-childhood and are captured by receptive vocabulary. This suggests developmental genetic stability and overarching aetiological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.13327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary [Texte imprimé et/ou numérique] / E. VERHOEF, Auteur ; C. Y. SHAPLAND, Auteur ; S. E. FISHER, Auteur ; Philip S. DALE, Auteur ; B. ST POURCAIN, Auteur . - p.728-738. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.728-738 Mots-clés : Adolescent  Child  Humans  Language  Language Development  Literacy  Longitudinal Studies  Vocabulary  Alspac  behavioural genetics  language and literacy development Index. décimale : PER Périodiques Résumé : BACKGROUND: The heritability of language and literacy skills increases from early-childhood to adolescence. The underlying mechanisms are little understood and may involve (a) the amplification of genetic influences contributing to early language abilities, and/or (b) the emergence of novel genetic factors (innovation). Here, we investigate the developmental origins of genetic factors influencing mid-childhood/early-adolescent language and literacy. We evaluate evidence for the amplification of early-childhood genetic factors for vocabulary, in addition to genetic innovation processes. METHODS: Expressive and receptive vocabulary scores at 38 months, thirteen language- and literacy-related abilities and nonverbal cognition (7-13 years) were assessed in unrelated children from the Avon Longitudinal Study of Parents and Children (ALSPAC, N(individuals)  ? 6,092). We investigated the multivariate genetic architecture underlying early-childhood expressive and receptive vocabulary, and each of 14 mid-childhood/early-adolescent language, literacy or cognitive skills with trivariate structural equation (Cholesky) models as captured by genome-wide genetic relationship matrices. The individual path coefficients of the resulting structural models were finally meta-analysed to evaluate evidence for overarching patterns. RESULTS: We observed little support for the emergence of novel genetic sources for language, literacy or cognitive abilities during mid-childhood or early adolescence. Instead, genetic factors of early-childhood vocabulary, especially those unique to receptive skills, were amplified and represented the majority of genetic variance underlying many of these later complex skills (?99%). The most predictive early genetic factor accounted for 29.4%(SE = 12.9%) to 45.1%(SE = 7.6%) of the phenotypic variation in verbal intelligence and literacy skills, but also for 25.7%(SE = 6.4%) in performance intelligence, while explaining only a fraction of the phenotypic variation in receptive vocabulary (3.9%(SE = 1.8%)). CONCLUSIONS: Genetic factors contributing to many complex skills during mid-childhood and early adolescence, including literacy, verbal cognition and nonverbal cognition, originate developmentally in early-childhood and are captured by receptive vocabulary. This suggests developmental genetic stability and overarching aetiological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.13327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

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