Adverse family life events during pregnancy and ADHD symptoms in five-year-old offspring / Mina A. ROSENQVIST in Journal of Child Psychology and Psychiatry, 60-6 (June 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-6 (June 2019) . - p.665-675 Titre : Adverse family life events during pregnancy and ADHD symptoms in five-year-old offspring Type de document : texte imprimé Auteurs : Mina A. ROSENQVIST, Auteur ; A. SJOLANDER, Auteur ; Eivind YSTRØM, Auteur ; Henrik LARSSON, Auteur ; Ted REICHBORN-KJENNERUD, Auteur Article en page(s) : p.665-675 Langues : Anglais (eng) Mots-clés : Adhd  MoBa  adverse life events  antenatal stress  delayed effects  prenatal exposures  the Norwegian Mother and Child Cohort Study Index. décimale : PER Périodiques Résumé : BACKGROUND: Prenatal exposure to maternal adverse life events has been associated with offspring ADHD, but the role of familial confounding is unclear. We aimed to clarify if adverse life events during pregnancy are related to ADHD symptoms in offspring, taking shared familial factors into account. METHOD: Data were collected on 34,751 children (including 6,427 siblings) participating in the population-based Norwegian Mother and Child Cohort Study. During pregnancy, mothers reported whether they had experienced specific life events. We assessed ADHD symptoms in five-year-old children with the Conners' Parent Rating Scale-Revised: short form. We modeled the associations between life events and mean ADHD scores with ordinary linear regression in the full cohort, and with fixed-effect linear regression in sibling comparisons to adjust for familial confounding. RESULTS: Children exposed to adverse life events had higher ADHD scores at age 5, with the strongest effect observed for financial problems (mean differences 0.10 [95% CI: 0.09, 0.11] in adjusted model), and the weakest for having lost someone close (0.02 [95% CI 0.01, 0.04] in adjusted model). Comparing exposure-discordant siblings resulted in attenuated estimates that were no longer statistically significant (e.g. mean difference for financial problems -0.03 [95% CI -0.07, 0.02]). ADHD scores increased if the mother had experienced the event as painful or difficult, and with the number of events, whereas sibling-comparison analyses resulted in estimates attenuated toward the null. CONCLUSIONS: These results suggest that the association between adverse life events during pregnancy and offspring ADHD symptoms is largely explained by familial factors. En ligne : http://dx.doi.org/10.1111/jcpp.12990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Adverse family life events during pregnancy and ADHD symptoms in five-year-old offspring [texte imprimé] / Mina A. ROSENQVIST, Auteur ; A. SJOLANDER, Auteur ; Eivind YSTRØM, Auteur ; Henrik LARSSON, Auteur ; Ted REICHBORN-KJENNERUD, Auteur . - p.665-675. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-6 (June 2019) . - p.665-675 Mots-clés : Adhd  MoBa  adverse life events  antenatal stress  delayed effects  prenatal exposures  the Norwegian Mother and Child Cohort Study Index. décimale : PER Périodiques Résumé : BACKGROUND: Prenatal exposure to maternal adverse life events has been associated with offspring ADHD, but the role of familial confounding is unclear. We aimed to clarify if adverse life events during pregnancy are related to ADHD symptoms in offspring, taking shared familial factors into account. METHOD: Data were collected on 34,751 children (including 6,427 siblings) participating in the population-based Norwegian Mother and Child Cohort Study. During pregnancy, mothers reported whether they had experienced specific life events. We assessed ADHD symptoms in five-year-old children with the Conners' Parent Rating Scale-Revised: short form. We modeled the associations between life events and mean ADHD scores with ordinary linear regression in the full cohort, and with fixed-effect linear regression in sibling comparisons to adjust for familial confounding. RESULTS: Children exposed to adverse life events had higher ADHD scores at age 5, with the strongest effect observed for financial problems (mean differences 0.10 [95% CI: 0.09, 0.11] in adjusted model), and the weakest for having lost someone close (0.02 [95% CI 0.01, 0.04] in adjusted model). Comparing exposure-discordant siblings resulted in attenuated estimates that were no longer statistically significant (e.g. mean difference for financial problems -0.03 [95% CI -0.07, 0.02]). ADHD scores increased if the mother had experienced the event as painful or difficult, and with the number of events, whereas sibling-comparison analyses resulted in estimates attenuated toward the null. CONCLUSIONS: These results suggest that the association between adverse life events during pregnancy and offspring ADHD symptoms is largely explained by familial factors. En ligne : http://dx.doi.org/10.1111/jcpp.12990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

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

How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study / Rosa CHEESMAN in Journal of Child Psychology and Psychiatry, 63-10 (October 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185 Titre : How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study Type de document : texte imprimé Auteurs : Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTRØM, Auteur Année de publication : 2022 Article en page(s) : p.1174-1185 Langues : Anglais (eng) Mots-clés : Academic Success  Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics  Cohort Studies  Educational Status  Humans  Schools  Adhd  gene-environment interaction  genetics  school  school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÃŽ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study [texte imprimé] / Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTRØM, Auteur . - 2022 . - p.1174-1185. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185 Mots-clés : Academic Success  Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics  Cohort Studies  Educational Status  Humans  Schools  Adhd  gene-environment interaction  genetics  school  school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÃŽ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study / Line C. GJERDE in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.779-786 Titre : Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study Type de document : texte imprimé Auteurs : Line C. GJERDE, Auteur ; Espen M. EILERTSEN, Auteur ; Ted REICHBORN-KJENNERUD, Auteur ; Tom A. MCADAMS, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Imac Maria ZAMBRANA, Auteur ; Espen RØYSAMB, Auteur ; Kenneth S. KENDLER, Auteur ; Eivind YSTRØM, Auteur Article en page(s) : p.779-786 Langues : Anglais (eng) Mots-clés : Behavior problems  Child Behavior Checklist  depression  MoBa  prenatal  postnatal Index. décimale : PER Périodiques Résumé : Background Previous studies have found significant associations between maternal prenatal and postpartum depression and child behavior problems (CBP). The present study investigates whether associations remain in a prospective, longitudinal design adjusted for familial confounding. Methods The sample comprised 11,599 families including 17,830 siblings from the Norwegian Mother and Child Cohort study. Mothers reported depressive symptoms at gestational weeks 17 and 30, as well as 6 months, 1.5, 3, and 5 years postpartum. Fathers’ depression was measured at gestational week 17. At the last three time-points, child internalizing and externalizing problems were concurrently assessed. We performed multilevel analyses for internalizing and externalizing problems separately, using parental depression as predictors. Analyses were repeated using a sibling comparison design to adjust for familial confounding. Results All parental depressive time-points were significantly and positively associated with child internalizing and externalizing problems. After sibling comparison, however, only concurrent maternal depression was significantly associated with internalizing [estimate = 2.82 (1.91–3.73, 95% CI)] and externalizing problems [estimate = 2.40 (1.56–3.23, 95% CI)]. The effect of concurrent maternal depression on internalizing problems increased with child age. Conclusions Our findings do not support the notion that perinatal maternal depression is particularly detrimental to children's psychological development, as the most robust effects were found for maternal depression occurring during preschool years. En ligne : http://dx.doi.org/10.1111/jcpp.12704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study [texte imprimé] / Line C. GJERDE, Auteur ; Espen M. EILERTSEN, Auteur ; Ted REICHBORN-KJENNERUD, Auteur ; Tom A. MCADAMS, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Imac Maria ZAMBRANA, Auteur ; Espen RØYSAMB, Auteur ; Kenneth S. KENDLER, Auteur ; Eivind YSTRØM, Auteur . - p.779-786. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.779-786 Mots-clés : Behavior problems  Child Behavior Checklist  depression  MoBa  prenatal  postnatal Index. décimale : PER Périodiques Résumé : Background Previous studies have found significant associations between maternal prenatal and postpartum depression and child behavior problems (CBP). The present study investigates whether associations remain in a prospective, longitudinal design adjusted for familial confounding. Methods The sample comprised 11,599 families including 17,830 siblings from the Norwegian Mother and Child Cohort study. Mothers reported depressive symptoms at gestational weeks 17 and 30, as well as 6 months, 1.5, 3, and 5 years postpartum. Fathers’ depression was measured at gestational week 17. At the last three time-points, child internalizing and externalizing problems were concurrently assessed. We performed multilevel analyses for internalizing and externalizing problems separately, using parental depression as predictors. Analyses were repeated using a sibling comparison design to adjust for familial confounding. Results All parental depressive time-points were significantly and positively associated with child internalizing and externalizing problems. After sibling comparison, however, only concurrent maternal depression was significantly associated with internalizing [estimate = 2.82 (1.91–3.73, 95% CI)] and externalizing problems [estimate = 2.40 (1.56–3.23, 95% CI)]. The effect of concurrent maternal depression on internalizing problems increased with child age. Conclusions Our findings do not support the notion that perinatal maternal depression is particularly detrimental to children's psychological development, as the most robust effects were found for maternal depression occurring during preschool years. En ligne : http://dx.doi.org/10.1111/jcpp.12704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

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

On the importance of parenting in externalizing disorders: an evaluation of indirect genetic effects in families / Espen M. EILERTSEN in Journal of Child Psychology and Psychiatry, 63-10 (October 2022)  

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Preterm birth and risk for language delays before school entry: A sibling-control study / Imac Maria ZAMBRANA in Development and Psychopathology, 33-1 (February 2021)  

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Socioeconomic status and risk for child psychopathology: exploring gene?environment interaction in the presence of gene?environment correlation using extended families in the Norwegian Mother, Father and Child Birth Cohort Study / Yasmin I. AHMADZADEH ; Daniel L. WECHSLER ; Torkild H. LYNGSTAD ; Christopher RAYNER ; Espen M. EILERTSEN ; Helena M.S. ZAVOS ; Eivind YSTRØM ; Tom A. MCADAMS in Journal of Child Psychology and Psychiatry, 65-2 (February 2024)  

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The mutual prospective influence of child and parental post-traumatic stress symptoms in pediatric patients / Markus A. LANDOLT in Journal of Child Psychology and Psychiatry, 53-7 (July 2012)  

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Understanding trajectories of externalizing problems: Stability and emergence of risk factors from infancy to middle adolescence / Anne KJELDSEN in Development and Psychopathology, 33-1 (February 2021)  

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