
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Adresse
Détail de l'auteur
Auteur Ziada AYORECH |
Documents disponibles écrits par cet auteur (3)



Early manifestations of genetic risk for neurodevelopmental disorders / Ragna Bugge ASKELAND in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)
![]()
[article]
Titre : Early manifestations of genetic risk for neurodevelopmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ragna Bugge ASKELAND, Auteur ; Laurie J. HANNIGAN, Auteur ; Helga ASK, Auteur ; Ziada AYORECH, Auteur ; Martin TESLI, Auteur ; Elizabeth CORFIELD, Auteur ; Per MAGNUS, Auteur ; Pål Rasmus NJØLSTAD, Auteur ; Ole A. ANDREASSEN, Auteur ; George DAVEY SMITH, Auteur ; Ted REICHBORN-KJENNERUD, Auteur ; Alexandra HAVDAHL, Auteur Article en page(s) : p.810-819 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/complications/epidemiology/genetics Autism Spectrum Disorder/complications/epidemiology/genetics Child Child, Preschool Cohort Studies Female Humans Male Mothers Neurodevelopmental Disorders/complications/epidemiology/genetics Risk Factors Adhd MoBa Polygenic risk score autism hyperactivity inattention language and motor difficulties neurodevelopmental disorders repetitive behavior schizophrenia social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (autism) and schizophrenia are highly heritable neurodevelopmental disorders, affecting the lives of many individuals. It is important to increase our understanding of how the polygenic risk for neurodevelopmental disorders manifests during childhood in boys and girls. METHODS: Polygenic risk scores (PRS) for ADHD, autism and schizophrenia were calculated in a subsample of 15?205 children from the Norwegian Mother, Father and Child Cohort Study (MoBa). Mother-reported traits of repetitive behavior, social communication, language and motor difficulties, hyperactivity and inattention were measured in children at 6 and 18?months, 3, 5 and 8?years. Linear regression models in a multigroup framework were used to investigate associations between the three PRS and dimensional trait measures in MoBa, using sex as a grouping variable. RESULTS: Before the age of 2, the ADHD PRS was robustly associated with hyperactivity and inattention, with increasing strength up to 8?years, and with language difficulties at age 5 and 8. The autism PRS was robustly associated with language difficulties at 18?months, motor difficulties at 36?months, and hyperactivity and inattention at 8?years. We did not identify robust associations for the schizophrenia PRS. In general, the PRS associations were similar in boys and girls. The association between ADHD PRS and hyperactivity at 18?months was, however, stronger in boys. CONCLUSIONS: Polygenic risk for autism and ADHD in the general population manifests early in childhood and broadly across behavioral measures of neurodevelopmental traits. En ligne : http://dx.doi.org/10.1111/jcpp.13528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Child Psychology and Psychiatry > 63-7 (July 2022) . - p.810-819[article] Early manifestations of genetic risk for neurodevelopmental disorders [Texte imprimé et/ou numérique] / Ragna Bugge ASKELAND, Auteur ; Laurie J. HANNIGAN, Auteur ; Helga ASK, Auteur ; Ziada AYORECH, Auteur ; Martin TESLI, Auteur ; Elizabeth CORFIELD, Auteur ; Per MAGNUS, Auteur ; Pål Rasmus NJØLSTAD, Auteur ; Ole A. ANDREASSEN, Auteur ; George DAVEY SMITH, Auteur ; Ted REICHBORN-KJENNERUD, Auteur ; Alexandra HAVDAHL, Auteur . - p.810-819.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-7 (July 2022) . - p.810-819
Mots-clés : Attention Deficit Disorder with Hyperactivity/complications/epidemiology/genetics Autism Spectrum Disorder/complications/epidemiology/genetics Child Child, Preschool Cohort Studies Female Humans Male Mothers Neurodevelopmental Disorders/complications/epidemiology/genetics Risk Factors Adhd MoBa Polygenic risk score autism hyperactivity inattention language and motor difficulties neurodevelopmental disorders repetitive behavior schizophrenia social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (autism) and schizophrenia are highly heritable neurodevelopmental disorders, affecting the lives of many individuals. It is important to increase our understanding of how the polygenic risk for neurodevelopmental disorders manifests during childhood in boys and girls. METHODS: Polygenic risk scores (PRS) for ADHD, autism and schizophrenia were calculated in a subsample of 15?205 children from the Norwegian Mother, Father and Child Cohort Study (MoBa). Mother-reported traits of repetitive behavior, social communication, language and motor difficulties, hyperactivity and inattention were measured in children at 6 and 18?months, 3, 5 and 8?years. Linear regression models in a multigroup framework were used to investigate associations between the three PRS and dimensional trait measures in MoBa, using sex as a grouping variable. RESULTS: Before the age of 2, the ADHD PRS was robustly associated with hyperactivity and inattention, with increasing strength up to 8?years, and with language difficulties at age 5 and 8. The autism PRS was robustly associated with language difficulties at 18?months, motor difficulties at 36?months, and hyperactivity and inattention at 8?years. We did not identify robust associations for the schizophrenia PRS. In general, the PRS associations were similar in boys and girls. The association between ADHD PRS and hyperactivity at 18?months was, however, stronger in boys. CONCLUSIONS: Polygenic risk for autism and ADHD in the general population manifests early in childhood and broadly across behavioral measures of neurodevelopmental traits. En ligne : http://dx.doi.org/10.1111/jcpp.13528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 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)
![]()
[article]
Titre : How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study Type de document : Texte imprimé et/ou numérique 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 YSTROM, 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 wasÎ2=-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
in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185[article] How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study [Texte imprimé et/ou numérique] / 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 YSTROM, 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 wasÎ2=-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 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)
![]()
[article]
Titre : On the importance of parenting in externalizing disorders: an evaluation of indirect genetic effects in families Type de document : Texte imprimé et/ou numérique Auteurs : Espen M. EILERTSEN, Auteur ; Rosa CHEESMAN, Auteur ; Ziada AYORECH, Auteur ; Espen RØYSAMB, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Pål R. NJØLSTAD, Auteur ; Ole A. ANDREASSEN, Auteur ; Alexandra HAVDAHL, Auteur ; Tom A. MCADAMS, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTRØM, Auteur Année de publication : 2022 Article en page(s) : p.1186-1195 Langues : Anglais (eng) Mots-clés : Child Cohort Studies Humans Parenting Parents Problem Behavior Externalizing disorders MoBa gene-environment correlation indirect genetic effects parenting Index. décimale : PER Périodiques Résumé : BACKGROUND: Theoretical models of the development of childhood externalizing disorders emphasize the role of parents. Empirical studies have not been able to identify specific aspects of parental behaviors explaining a considerable proportion of the observed individual differences in externalizing problems. The problem is complicated by the contribution of genetic factors to externalizing problems, as parents provide both genes and environments to their children. We studied the joint contributions of direct genetic effects of children and the indirect genetic effects of parents through the environment on externalizing problems. METHODS: The study used genome-wide single nucleotide polymorphism data from 9,675 parent-offspring trios participating in the Norwegian Mother Father and child cohort study. Based on genomic relatedness matrices, we estimated the contribution of direct genetic effects and indirect maternal and paternal genetic effects on ADHD, conduct and disruptive behaviors at 8years of age. RESULTS: Models including indirect parental genetic effects were preferred for the ADHD symptoms of inattention and hyperactivity, and conduct problems, but not oppositional defiant behaviors. Direct genetic effects accounted for 11% to 24% of the variance, whereas indirect parental genetic effects accounted for 0% to 16% in ADHD symptoms and conduct problems. The correlation between direct and indirect genetic effects, or gene-environment correlations, decreased the variance with 16% and 13% for conduct and inattention problems, and increased the variance with 6% for hyperactivity problems. CONCLUSIONS: This study provides empirical support to the notion that parents have a significant role in the development of childhood externalizing behaviors. The parental contribution to decrease in variation of inattention and conduct problems by gene-environment correlations would limit the number of children reaching clinical ranges in symptoms. Not accounting for indirect parental genetic effects can lead to both positive and negative bias when identifying genetic variants for childhood externalizing behaviors. En ligne : http://dx.doi.org/10.1111/jcpp.13654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1186-1195[article] On the importance of parenting in externalizing disorders: an evaluation of indirect genetic effects in families [Texte imprimé et/ou numérique] / Espen M. EILERTSEN, Auteur ; Rosa CHEESMAN, Auteur ; Ziada AYORECH, Auteur ; Espen RØYSAMB, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Pål R. NJØLSTAD, Auteur ; Ole A. ANDREASSEN, Auteur ; Alexandra HAVDAHL, Auteur ; Tom A. MCADAMS, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTRØM, Auteur . - 2022 . - p.1186-1195.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1186-1195
Mots-clés : Child Cohort Studies Humans Parenting Parents Problem Behavior Externalizing disorders MoBa gene-environment correlation indirect genetic effects parenting Index. décimale : PER Périodiques Résumé : BACKGROUND: Theoretical models of the development of childhood externalizing disorders emphasize the role of parents. Empirical studies have not been able to identify specific aspects of parental behaviors explaining a considerable proportion of the observed individual differences in externalizing problems. The problem is complicated by the contribution of genetic factors to externalizing problems, as parents provide both genes and environments to their children. We studied the joint contributions of direct genetic effects of children and the indirect genetic effects of parents through the environment on externalizing problems. METHODS: The study used genome-wide single nucleotide polymorphism data from 9,675 parent-offspring trios participating in the Norwegian Mother Father and child cohort study. Based on genomic relatedness matrices, we estimated the contribution of direct genetic effects and indirect maternal and paternal genetic effects on ADHD, conduct and disruptive behaviors at 8years of age. RESULTS: Models including indirect parental genetic effects were preferred for the ADHD symptoms of inattention and hyperactivity, and conduct problems, but not oppositional defiant behaviors. Direct genetic effects accounted for 11% to 24% of the variance, whereas indirect parental genetic effects accounted for 0% to 16% in ADHD symptoms and conduct problems. The correlation between direct and indirect genetic effects, or gene-environment correlations, decreased the variance with 16% and 13% for conduct and inattention problems, and increased the variance with 6% for hyperactivity problems. CONCLUSIONS: This study provides empirical support to the notion that parents have a significant role in the development of childhood externalizing behaviors. The parental contribution to decrease in variation of inattention and conduct problems by gene-environment correlations would limit the number of children reaching clinical ranges in symptoms. Not accounting for indirect parental genetic effects can lead to both positive and negative bias when identifying genetic variants for childhood externalizing behaviors. En ligne : http://dx.doi.org/10.1111/jcpp.13654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486