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Future directions / Jessica BRIAN
Titre : Future directions Type de document : Texte imprimé et/ou numérique Auteurs : Jessica BRIAN, Auteur ; Evdokia ANAGNOSTOU, Auteur Année de publication : 2015 Importance : p.87-91 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 Future directions [Texte imprimé et/ou numérique] / Jessica BRIAN, Auteur ; Evdokia ANAGNOSTOU, Auteur . - 2015 . - p.87-91.
Langues : Anglais (eng)
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire GABRB3 gene deficient mice : a potential model of autism spectrum disorder / Timothy M. DELOREY
Titre : GABRB3 gene deficient mice : a potential model of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Timothy M. DELOREY, Auteur Année de publication : 2005 Importance : p.359-382 Langues : Anglais (eng) Mots-clés : GABRB3 Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=669 GABRB3 gene deficient mice : a potential model of autism spectrum disorder [Texte imprimé et/ou numérique] / Timothy M. DELOREY, Auteur . - 2005 . - p.359-382.
Langues : Anglais (eng)
Mots-clés : GABRB3 Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=669 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Gene × Environment interaction and resilience: Effects of child maltreatment and serotonin, corticotropin releasing hormone, dopamine, and oxytocin genes / Dante CICCHETTI in Development and Psychopathology, 24-2 (May 2012)
[article]
Titre : Gene × Environment interaction and resilience: Effects of child maltreatment and serotonin, corticotropin releasing hormone, dopamine, and oxytocin genes Type de document : Texte imprimé et/ou numérique Auteurs : Dante CICCHETTI, Auteur ; Fred A. ROGOSCH, Auteur Année de publication : 2012 Article en page(s) : p.411-427 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this investigation, gene–environment interaction effects in predicting resilience in adaptive functioning among maltreated and nonmaltreated low-income children (N = 595) were examined. A multicomponent index of resilient functioning was derived and levels of resilient functioning were identified. Variants in four genes (serotonin transporter linked polymorphic region, corticotropin releasing hormone receptor 1, dopamine receptor D4–521C/T, and oxytocin receptor) were investigated. In a series of analyses of covariance, child maltreatment demonstrated a strong negative main effect on children's resilient functioning, whereas no main effects for any of the genotypes of the respective genes were found. However, gene–environment interactions involving genotypes of each of the respective genes and maltreatment status were obtained. For each respective gene, among children with a specific genotype, the relative advantage in resilient functioning of nonmaltreated compared to maltreated children was stronger than was the case for nonmaltreated and maltreated children with other genotypes of the respective gene. Across the four genes, a composite of the genotypes that more strongly differentiated resilient functioning between nonmaltreated and maltreated children provided further evidence of genetic variations influencing resilient functioning in nonmaltreated children, whereas genetic variation had a negligible effect on promoting resilience among maltreated children. Additional effects were observed for children based on the number of subtypes of maltreatment children experienced, as well as for abuse and neglect subgroups. Finally, maltreated and nonmaltreated children with high levels of resilience differed in their average number of differentiating genotypes. These results suggest that differential resilient outcomes are based on the interaction between genes and developmental experiences. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Development and Psychopathology > 24-2 (May 2012) . - p.411-427[article] Gene × Environment interaction and resilience: Effects of child maltreatment and serotonin, corticotropin releasing hormone, dopamine, and oxytocin genes [Texte imprimé et/ou numérique] / Dante CICCHETTI, Auteur ; Fred A. ROGOSCH, Auteur . - 2012 . - p.411-427.
Langues : Anglais (eng)
in Development and Psychopathology > 24-2 (May 2012) . - p.411-427
Index. décimale : PER Périodiques Résumé : In this investigation, gene–environment interaction effects in predicting resilience in adaptive functioning among maltreated and nonmaltreated low-income children (N = 595) were examined. A multicomponent index of resilient functioning was derived and levels of resilient functioning were identified. Variants in four genes (serotonin transporter linked polymorphic region, corticotropin releasing hormone receptor 1, dopamine receptor D4–521C/T, and oxytocin receptor) were investigated. In a series of analyses of covariance, child maltreatment demonstrated a strong negative main effect on children's resilient functioning, whereas no main effects for any of the genotypes of the respective genes were found. However, gene–environment interactions involving genotypes of each of the respective genes and maltreatment status were obtained. For each respective gene, among children with a specific genotype, the relative advantage in resilient functioning of nonmaltreated compared to maltreated children was stronger than was the case for nonmaltreated and maltreated children with other genotypes of the respective gene. Across the four genes, a composite of the genotypes that more strongly differentiated resilient functioning between nonmaltreated and maltreated children provided further evidence of genetic variations influencing resilient functioning in nonmaltreated children, whereas genetic variation had a negligible effect on promoting resilience among maltreated children. Additional effects were observed for children based on the number of subtypes of maltreatment children experienced, as well as for abuse and neglect subgroups. Finally, maltreated and nonmaltreated children with high levels of resilience differed in their average number of differentiating genotypes. These results suggest that differential resilient outcomes are based on the interaction between genes and developmental experiences. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins / Diane J. LAMB in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)
[article]
Titre : Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins Type de document : Texte imprimé et/ou numérique Auteurs : Diane J. LAMB, Auteur ; Christel M. MIDDELDORP, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur Année de publication : 2012 Article en page(s) : p.818-825 Langues : Anglais (eng) Mots-clés : Internalizing problem behavior externalizing problem behavior teacher ratings gene–environment interaction Index. décimale : PER Périodiques Résumé : Background: Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A unique feature of teacher ratings of twins is that some pairs are rated by different and others are rated by the same teacher. This offers the opportunity to assess gene–environment interaction. Methods: Teacher ratings of 3,502 7-year-old, 3,134 10-year-old and 2,193 12-year-old twin pairs were analyzed with structural equation modeling. About 60% of the twin pairs were rated by the same teacher. Twin correlations and the heritability of internalizing and externalizing behavior were estimated, separately for pairs rated by the same and different teachers. Socioeconomic status and externalizing behavior at age 3 were included as covariates. Results: Twin correlations and heritability estimates were higher when twin pairs were in the same class and rated by the same teacher than when pairs were rated by different teachers. These differences could not be explained by twin confusion or rater bias. When twins were rated by the same teacher, heritability estimates were about 70% for internalizing problems and around 80% in boys and 70% in girls for externalizing problems. When twins were rated by different teachers, heritability estimates for internalizing problems were around 30% and for externalizing problems around 50%. Conclusions: Exposure to different teachers during childhood may affect the heritability of internalizing and externalizing behavior at school. This finding points to gene–environment interaction and is important for the understanding of childhood problem behavior. In addition, it could imply an opportunity for interventions at school. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02497.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177
in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.818-825[article] Gene–environment interaction in teacher-rated internalizing and externalizing problem behavior in 7- to 12-year-old twins [Texte imprimé et/ou numérique] / Diane J. LAMB, Auteur ; Christel M. MIDDELDORP, Auteur ; Catarina E.M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur . - 2012 . - p.818-825.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.818-825
Mots-clés : Internalizing problem behavior externalizing problem behavior teacher ratings gene–environment interaction Index. décimale : PER Périodiques Résumé : Background: Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the reported heritability estimates differ widely. A unique feature of teacher ratings of twins is that some pairs are rated by different and others are rated by the same teacher. This offers the opportunity to assess gene–environment interaction. Methods: Teacher ratings of 3,502 7-year-old, 3,134 10-year-old and 2,193 12-year-old twin pairs were analyzed with structural equation modeling. About 60% of the twin pairs were rated by the same teacher. Twin correlations and the heritability of internalizing and externalizing behavior were estimated, separately for pairs rated by the same and different teachers. Socioeconomic status and externalizing behavior at age 3 were included as covariates. Results: Twin correlations and heritability estimates were higher when twin pairs were in the same class and rated by the same teacher than when pairs were rated by different teachers. These differences could not be explained by twin confusion or rater bias. When twins were rated by the same teacher, heritability estimates were about 70% for internalizing problems and around 80% in boys and 70% in girls for externalizing problems. When twins were rated by different teachers, heritability estimates for internalizing problems were around 30% and for externalizing problems around 50%. Conclusions: Exposure to different teachers during childhood may affect the heritability of internalizing and externalizing behavior at school. This finding points to gene–environment interaction and is important for the understanding of childhood problem behavior. In addition, it could imply an opportunity for interventions at school. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02497.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 Gene expression in autism / Jonathan PEVSNER
Titre : Gene expression in autism Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan PEVSNER, Auteur Année de publication : 2006 Importance : p.207-216 Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=792 Gene expression in autism [Texte imprimé et/ou numérique] / Jonathan PEVSNER, Auteur . - 2006 . - p.207-216.
Langues : Anglais (eng)
Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=792 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Des gènes, des synapses, des autismes / Thomas BOURGERON
PermalinkGenetic and neurocognitive contributions to the development of psychopathy / Essi VIDING in Development and Psychopathology, 24-3 (August 2012)
PermalinkGenetic epidemiology of autism spectrum disorders / Peter SZATMARI
PermalinkGenetic Heavy Metal Toxicity / Tara CHAPMAN
PermalinkLa génétique / Thierry BIENVENU
PermalinkLa génétique / Steve JONES
PermalinkLa génétique de l'autisme / Richard DELORME in Cerveau & Psycho, 51 (Mai-Juin 2012)
PermalinkGénétique et autisme / Arnold MUNNICH
PermalinkGénétique et autisme: du codage DSM au décodage ADN? / Ariane GIACOBINO
PermalinkGénétique de la déficience intellectuelle / Laurence COLLEAUX
PermalinkGénétique de la dyslexie développementale / Franck RAMUS
PermalinkGénétique médicale / Marc JEANPIERRE
PermalinkGénétique pédiatrique pratique : Du symptôme au syndrôme / Marion GÉRARD
PermalinkGénétique des troubles du développement du jeune enfant / Bérénice DORAY
PermalinkGenomic sciences for developmentalists: The current state of affairs / Elena L. GRIGORENKO in Development and Psychopathology, 24-4 (November 2012)
PermalinkGenomic structural variation in psychiatric disorders / James J. H. RUCKER in Development and Psychopathology, 24-4 (November 2012)
PermalinkGut and Psychology Syndrome / Natasha CAMPBELL-MCBRIDE
PermalinkHandbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE
PermalinkHandicap et fratrie / SESSAD LES MARMOTS
PermalinkHaploinsufficiency of CMIP in a Girl With Autism Spectrum Disorder and Developmental Delay due to a De Novo Deletion on Chromosome 16q23.2 / Nathalie VAN DER AA in Autism Research, 5-4 (August 2012)
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