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      Childhood ODD and ADHD Behavior: The Effect of Classroom Sharing, Gender, Teacher Gender and Their Interactions

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          Abstract

          One criterion for a diagnostic and statistical manual of mental disorders (DSM-IV) diagnosis of attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) is that symptoms are present in at least two settings, and often teacher ratings are taken into account. The short Conners’ Teacher Rating Scales—Revised (CTRS-R) is a widely used standardized instrument measuring ODD and ADHD behavior in a school setting. In the current study CTRS-R data were available for 7, 9 and 12-year-old twins from the Netherlands Twin Register. Measurement invariance (MI) across student gender and teacher gender was established for three of the four scales (Oppositional Behavior, Hyperactivity and ADHD Index) of the CTRS-R. The fourth scale (ATT) showed an unacceptable model fit even without constraints on the data and revision of this scale is recommended. Gene-environment (GxE) interaction models revealed that heritability was larger for children sharing a classroom. There were some gender differences in the heritability of ODD and ADHD behavior and there was a moderating effect of teacher’s gender at some of the ages. Taken together, this indicates that there was evidence for GxE interaction for classroom sharing, gender of the student and gender of the teacher.

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          The online version of this article (doi:10.1007/s10519-015-9712-z) contains supplementary material, which is available to authorized users.

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          Molecular genetics of attention-deficit/hyperactivity disorder.

          Results of behavioral genetic and molecular genetic studies have converged to suggest that both genetic and nongenetic factors contribute to the development of attention-deficit/hyperactivity disorder (ADHD). We review this literature, with a particular emphasis on molecular genetic studies. Family, twin, and adoption studies provide compelling evidence that genes play a strong role in mediating susceptibility to ADHD. This fact is most clearly seen in the 20 extant twin studies, which estimate the heritability of ADHD to be .76. Molecular genetic studies suggest that the genetic architecture of ADHD is complex. The few genome-wide scans conducted thus far are not conclusive. In contrast, the many candidate gene studies of ADHD have produced substantial evidence implicating several genes in the etiology of the disorder. For the eight genes for which the same variant has been studied in three or more case-control or family-based studies, seven show statistically significant evidence of association with ADHD on the basis of the pooled odds ratio across studies: DRD4, DRD5, DAT, DBH, 5-HTT, HTR1B, and SNAP-25.
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                Author and article information

                Contributors
                +31 20 598 27 24 , el.de.zeeuw@vu.nl
                Journal
                Behav Genet
                Behav. Genet
                Behavior Genetics
                Springer US (New York )
                0001-8244
                1573-3297
                25 February 2015
                25 February 2015
                2015
                : 45
                : 4
                : 394-408
                Affiliations
                [ ]Department of Biological Psychology, VU University, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
                [ ]EMGO+ Institute for Health and Care Research, VU University Medical Centre, Amsterdam, The Netherlands
                [ ]Department of Psychology, University of Notre Dame, Notre Dame, IN USA
                Article
                9712
                10.1007/s10519-015-9712-z
                4458263
                25711757
                05c24c45-d83a-4565-8401-5650eebe338a
                © The Author(s) 2015

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.

                History
                : 8 October 2014
                : 30 January 2015
                Categories
                Original Research
                Custom metadata
                © Springer Science+Business Media New York 2015

                Genetics
                odd,adhd,conners’ teacher rating scales,measurement invariance,heritability
                Genetics
                odd, adhd, conners’ teacher rating scales, measurement invariance, heritability

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