Development of ADHD symptoms in preschool children: Genetic and environmental contributions / Espen M. EILERTSEN in Development and Psychopathology, 31-4 (October 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-4 (October 2019) . - p.1299-1305 Titre : Development of ADHD symptoms in preschool children: Genetic and environmental contributions Type de document : texte imprimé Auteurs : Espen M. EILERTSEN, Auteur ; Line C. GJERDE, Auteur ; Kenneth S. KENDLER, Auteur ; Espen RØYSAMB, Auteur ; Steven H. AGGEN, Auteur ; Kristin GUSTAVSON, Auteur ; Ted REICHBORN-KJENNERUD, Auteur ; Eivind YSTRØM, Auteur Article en page(s) : p.1299-1305 Langues : Anglais (eng) Mots-clés : Norwegian Mother and Child Cohort Study (MoBa)  attention-deficit/hyperactivity disorder symptoms  heritability  longitudinal  twin study Index. décimale : PER Périodiques Résumé : We examined genetic and environmental contributions to the development of symptoms of attention-deficit/hyperactivity disorder (ADHD) in preschool children. ADHD symptoms in siblings at 1.5, 3, and 5 years of age were investigated in a population-based sample from the prospective Norwegian Mother and Child Cohort Study. The longitudinal contributions of additive genetic, shared, twin-specific, and unique environmental influences were estimated using biometric structural equation models. Heritability of ADHD symptoms ranged from 54% to 70%. There was evidence of partially new genetic influences at successive ages, with genetic correlations ranging from .58 to .89. Contributions from shared environmental factors and twin-specific factors were minor. The importance of unique environmental effects appeared to increase across ages, and was mostly specific to a given age. There was no evidence suggesting that this pattern differs across males and females. Symptoms of ADHD are highly heritability in young children from as early as 1.5 years of age. Longitudinal stability of ADHD symptoms is mainly attributable to genetic influences, but there is also some evidence for age-specific genetic influences. These findings contribute to our understanding of development of ADHD early in life, and can guide future molecular genetics studies. En ligne : http://dx.doi.org/10.1017/s0954579418000731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Development of ADHD symptoms in preschool children: Genetic and environmental contributions [texte imprimé] / Espen M. EILERTSEN, Auteur ; Line C. GJERDE, Auteur ; Kenneth S. KENDLER, Auteur ; Espen RØYSAMB, Auteur ; Steven H. AGGEN, Auteur ; Kristin GUSTAVSON, Auteur ; Ted REICHBORN-KJENNERUD, Auteur ; Eivind YSTRØM, Auteur . - p.1299-1305. Langues : Anglais (eng) in Development and Psychopathology > 31-4 (October 2019) . - p.1299-1305 Mots-clés : Norwegian Mother and Child Cohort Study (MoBa)  attention-deficit/hyperactivity disorder symptoms  heritability  longitudinal  twin study Index. décimale : PER Périodiques Résumé : We examined genetic and environmental contributions to the development of symptoms of attention-deficit/hyperactivity disorder (ADHD) in preschool children. ADHD symptoms in siblings at 1.5, 3, and 5 years of age were investigated in a population-based sample from the prospective Norwegian Mother and Child Cohort Study. The longitudinal contributions of additive genetic, shared, twin-specific, and unique environmental influences were estimated using biometric structural equation models. Heritability of ADHD symptoms ranged from 54% to 70%. There was evidence of partially new genetic influences at successive ages, with genetic correlations ranging from .58 to .89. Contributions from shared environmental factors and twin-specific factors were minor. The importance of unique environmental effects appeared to increase across ages, and was mostly specific to a given age. There was no evidence suggesting that this pattern differs across males and females. Symptoms of ADHD are highly heritability in young children from as early as 1.5 years of age. Longitudinal stability of ADHD symptoms is mainly attributable to genetic influences, but there is also some evidence for age-specific genetic influences. These findings contribute to our understanding of development of ADHD early in life, and can guide future molecular genetics studies. En ligne : http://dx.doi.org/10.1017/s0954579418000731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Language difficulties and internalizing problems: Bidirectional associations from 18 months to 8 years among boys and girls / Siri Saugestad HELLAND in Development and Psychopathology, 30-4 (October 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-4 (October 2018) . - p.1239-1252 Titre : Language difficulties and internalizing problems: Bidirectional associations from 18 months to 8 years among boys and girls Type de document : texte imprimé Auteurs : Siri Saugestad HELLAND, Auteur ; Espen RØYSAMB, Auteur ; Mari Vaage WANG, Auteur ; Kristin GUSTAVSON, Auteur Article en page(s) : p.1239-1252 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Studies have shown that early language difficulties are associated with later internalizing problems. Less is known about the nature of the association: the bidirectional relationship over time, the role of different types of language difficulties, and gender differences. The present study examined bidirectional longitudinal associations between parent-rated language difficulties and internalizing problems in a four-wave cross-lagged model from 18 months to 8 years. Data from the Norwegian Mother and Child Cohort Study were used (N = 114,000). Gender-specific dichotomized language variables were created, and associations were investigated uniquely for boys and girls. Logistic regression analyses showed that all cross-lagged associations from 18 months to 5 years were significant for girls (odds ratios [ORs] = 1.48–1.94). For boys, only internalizing problems at 3 years predicted change in language difficulties (OR = 2.33). From 5 to 8 years, the cross-lagged associations between semantic language difficulties and internalizing problems were significant and strong for girls (ORs = 1.92–2.97) and nonsignificant for boys. The results suggest that the associations between language difficulties and internalizing problems are bidirectional from an early age, and that girls are especially vulnerable for developing co-occurring language difficulties and internalizing problems during the years of transition to school. En ligne : http://dx.doi.org/10.1017/S0954579417001559 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Language difficulties and internalizing problems: Bidirectional associations from 18 months to 8 years among boys and girls [texte imprimé] / Siri Saugestad HELLAND, Auteur ; Espen RØYSAMB, Auteur ; Mari Vaage WANG, Auteur ; Kristin GUSTAVSON, Auteur . - p.1239-1252. Langues : Anglais (eng) in Development and Psychopathology > 30-4 (October 2018) . - p.1239-1252 Index. décimale : PER Périodiques Résumé : Studies have shown that early language difficulties are associated with later internalizing problems. Less is known about the nature of the association: the bidirectional relationship over time, the role of different types of language difficulties, and gender differences. The present study examined bidirectional longitudinal associations between parent-rated language difficulties and internalizing problems in a four-wave cross-lagged model from 18 months to 8 years. Data from the Norwegian Mother and Child Cohort Study were used (N = 114,000). Gender-specific dichotomized language variables were created, and associations were investigated uniquely for boys and girls. Logistic regression analyses showed that all cross-lagged associations from 18 months to 5 years were significant for girls (odds ratios [ORs] = 1.48–1.94). For boys, only internalizing problems at 3 years predicted change in language difficulties (OR = 2.33). From 5 to 8 years, the cross-lagged associations between semantic language difficulties and internalizing problems were significant and strong for girls (ORs = 1.92–2.97) and nonsignificant for boys. The results suggest that the associations between language difficulties and internalizing problems are bidirectional from an early age, and that girls are especially vulnerable for developing co-occurring language difficulties and internalizing problems during the years of transition to school. En ligne : http://dx.doi.org/10.1017/S0954579417001559 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study / Fartein Ask TORVIK in Journal of Child Psychology and Psychiatry, 61-9 (September 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-9 (September 2020) . - p.1009-1018 Titre : Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study Type de document : texte imprimé Auteurs : Fartein Ask TORVIK, Auteur ; Espen M. EILERTSEN, Auteur ; Thomas A. MCADAMS, Auteur ; Kristin GUSTAVSON, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Ragnhild BRANDLISTUEN, Auteur ; Line C. GJERDE, Auteur ; Alexandra HAVDAHL, Auteur ; Camilla STOLTENBERG, Auteur ; Helga ASK, Auteur ; Eivind YSTRØM, Auteur Article en page(s) : p.1009-1018 Langues : Anglais (eng) Mots-clés : Attention deficit hyperactivity disorder  MoBa  academic problems  depression  educational attainment Index. décimale : PER Périodiques Résumé : BACKGROUND: Low educational attainment in parents is associated with child psychopathology. It is not clear whether the associations are due to risk factors that family members share or due to effects of maternal or paternal education on the offspring. We investigate whether associations between maternal and paternal educational attainment and child symptoms of attention deficit/hyperactivity disorder (ADHD), depression, and academic problems are due to shared genetic factors, shared family environmental factors, or effects of the parental phenotype educational attainment itself. METHODS: This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). The sample comprised 34,958 children (17,128 girls) in 28,372 extended-family units. We used data from related nuclear families linked by siblings in the parent generation. We applied a quasi-experimental extended children-of-twins design that included siblings in both generations and took account of nonrandom mating by including partners. Educational attainment was self-reported by mothers and fathers. Mothers reported children's symptoms of ADHD, symptoms of depression, and academic problems by questionnaire when the children were 8 years old. RESULTS: Children of lowly educated parents scored higher on all outcomes and had an approximate doubling of the risk of high symptom levels. The association between maternal and paternal educational attainment and child symptoms of ADHD and academic problems persisted after controlling for shared genetic and family environmental factors. Phenotypic transmission to depression was weaker and in the best fitting model fully explained by genetic factors shared by the two generations. CONCLUSIONS: Associations between educational attainment of mothers and fathers and child symptoms of ADHD and academic problems could not be ascribed to shared familial risk factors, whereas associations with symptoms of depression could. Parental education or resources and behaviors resulting from low education might be targets of interventions aimed at reducing symptoms of ADHD and academic problems. En ligne : http://dx.doi.org/10.1111/jcpp.13197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study [texte imprimé] / Fartein Ask TORVIK, Auteur ; Espen M. EILERTSEN, Auteur ; Thomas A. MCADAMS, Auteur ; Kristin GUSTAVSON, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Ragnhild BRANDLISTUEN, Auteur ; Line C. GJERDE, Auteur ; Alexandra HAVDAHL, Auteur ; Camilla STOLTENBERG, Auteur ; Helga ASK, Auteur ; Eivind YSTRØM, Auteur . - p.1009-1018. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-9 (September 2020) . - p.1009-1018 Mots-clés : Attention deficit hyperactivity disorder  MoBa  academic problems  depression  educational attainment Index. décimale : PER Périodiques Résumé : BACKGROUND: Low educational attainment in parents is associated with child psychopathology. It is not clear whether the associations are due to risk factors that family members share or due to effects of maternal or paternal education on the offspring. We investigate whether associations between maternal and paternal educational attainment and child symptoms of attention deficit/hyperactivity disorder (ADHD), depression, and academic problems are due to shared genetic factors, shared family environmental factors, or effects of the parental phenotype educational attainment itself. METHODS: This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). The sample comprised 34,958 children (17,128 girls) in 28,372 extended-family units. We used data from related nuclear families linked by siblings in the parent generation. We applied a quasi-experimental extended children-of-twins design that included siblings in both generations and took account of nonrandom mating by including partners. Educational attainment was self-reported by mothers and fathers. Mothers reported children's symptoms of ADHD, symptoms of depression, and academic problems by questionnaire when the children were 8 years old. RESULTS: Children of lowly educated parents scored higher on all outcomes and had an approximate doubling of the risk of high symptom levels. The association between maternal and paternal educational attainment and child symptoms of ADHD and academic problems persisted after controlling for shared genetic and family environmental factors. Phenotypic transmission to depression was weaker and in the best fitting model fully explained by genetic factors shared by the two generations. CONCLUSIONS: Associations between educational attainment of mothers and fathers and child symptoms of ADHD and academic problems could not be ascribed to shared familial risk factors, whereas associations with symptoms of depression could. Parental education or resources and behaviors resulting from low education might be targets of interventions aimed at reducing symptoms of ADHD and academic problems. En ligne : http://dx.doi.org/10.1111/jcpp.13197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

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