Gene–environment interaction in teacher‐rated internalizing and externalizing problem behavior in 7‐ to 12‐year‐old twins

Lamb, Diane J.; Middeldorp, Christel M.; Beijsterveldt, Catharina E. M. van; Boomsma, Dorret I.

doi:10.1111/j.1469-7610.2011.02497.x

Cited by 20 publications

(15 citation statements)

References 33 publications

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“…CTM-based analyses are prone to overestimating genetic influences [57]. Moreover, other-reported problem behavior showed higher heritability than self-reports [17,29], and also seemed to lead to an overestimation of genetic influences [21]. By using the NTFD and self-reports, we avoided these sources of overestimation and provided a more valid view on the heritability of INT and EXT.…”

Section: Discussionmentioning

confidence: 99%

“…Another reason for varying estimates across studies could be that they are based on different groups of informants (mostly parents or teachers). For example, heritability for different types of problem behavior is significantly higher when twins are rated by the same teacher than rated by different teachers [12,21]; only small and non-significant environmental influences for teacher ratings were found, in contrast to significant non-shared environmental influences for parental ratings [22]. In addition, the correlations among different groups of raters are only moderate (in most cases r � .30) and decrease with the age of the child [23][24][25].…”

Section: Introductionmentioning

confidence: 97%

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On the etiology of internalizing and externalizing problem behavior: A twin-family study

Nikstat

Riemann

2020

PLoS ONE

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Internalizing and externalizing behavior problems are established risk factors for many unpleasant outcomes and psychopathology in adulthood, and understanding the interplay between genes and environment is important for deducing implications for therapeutic interventions. Among genetic studies on internalizing and externalizing problem behavior, the heritability estimates differ widely. Most research only uses twin data and other-reports, and therefore certain limitations are inevitable. Our study is the first to investigate genetic and environmental influences on problem behavior using a Nuclear Twin Family Design and self-reports, in order to address these limitations. Internalizing and externalizing problem behavior of 3,087 twin pairs (age 11-23), a sibling, and their parents were analyzed with structural equation modeling to estimate heritability separately for each of three twin birth cohorts. Genetic influences account for about one-third of the variance for both internalizing and externalizing. Shared environmental influences were only found for internalizing, and through the advantages of considering data from the whole twin family, firstly could be identified as solely twin-specific. Our findings could contribute to a better understanding of the gap between heritability based on twin studies and DNA-based heritability ('missing heritability problem'): Results indicate that heritability estimates gained via classic twin design and other-reports are slightly overestimated and therefore environmental influences, in general, are more important than previous research suggests. Simultaneously, we showed that family-specific environment either contributes to behavior problems only on an individual level, or that it has a lesser influence than originally thought.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

On the etiology of internalizing and externalizing problem behavior: A twin-family study

Nikstat

Riemann

2020

PLoS ONE

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“…Both the Twins Early Development Study (TEDS) from the UK and the Netherlands Twin Register (NTR) included twin pair ratings by the same teacher as well as by different teachers. Same teacher ratings provided larger heritability estimates (0.69, 95% CI ¼ 0.57-0.76 -0.82, 95% CI ¼ 0.79-0.85) than different teacher ratings (0.40, 95% CI ¼ 0.20-0.52 -0.47, 95% CI ¼ 0.38-0.55; Barker et al, 2009;Lamb et al, 2012). Also, heritability estimates of conduct problems based on parent-report were higher compared to estimates from self-report .…”

Section: Twin Studies Of Aggression As a Dimension Of Behaviormentioning

confidence: 99%

“…However, most of the included articles examined children and adolescents, and only a few articles focused specifically on adults. An effect of gender has occasionally been observed [Tuvblad et al, 2009b;Meier et al, 2011;Lamb et al, 2012;Robbers et al, 2012] but, for most studies, similar models for boys and girls were suitable. Hence, heritability estimates may be comparable between males and females despite the finding that aggression occurs more often in males, particularly direct, overt aggression as opposed to relational aggression [Ligthart et al, 2005].…”

Section: Summary: Twin Studies Of Aggressive Behavior and Psychopathomentioning

confidence: 99%

Genetics of aggressive behavior: An overview

Veroude

Zhang‐James

Fernàndez‐Castillo

et al. 2015

American J of Med Genetics Pt B

118

107

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The Research Domain Criteria (RDoC) address three types of aggression: frustrative non-reward, defensive aggression and offensive/proactive aggression. This review sought to present the evidence for genetic underpinnings of aggression and to determine to what degree prior studies have examined phenotypes that fit into the RDoC framework. Although the constructs of defensive and offensive aggression have been widely used in the animal genetics literature, the human literature is mostly agnostic with regard to all the RDoC constructs. We know from twin studies that about half the variance in behavior may be explained by genetic risk factors. This is true for both dimensional, trait-like, measures of aggression and categorical definitions of psychopathology. The non-shared environment seems to have a moderate influence with the effects of shared environment being unclear. Human molecular genetic studies of aggression are in an early stage. The most promising candidates are in the dopaminergic and serotonergic systems along with hormonal regulators. Genome-wide association studies have not yet achieved genome-wide significance, but current samples are too small to detect variants having the small effects one would expect for a complex disorder. The strongest molecular evidence for a genetic basis for aggression comes from animal models comparing aggressive and non-aggressive strains or documenting the effects of gene knockouts. Although we have learned much from these prior studies, future studies should improve the measurement of aggression by using a systematic method of measurement such as that proposed by the RDoC initiative.

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“…ASEBA's TRF, used by the GENR and NTR cohorts, is a 112-item questionnaire that measures childhood behavioral and emotional problems (Achenbach 1991(Achenbach , 2001Lamb 2012). The eight syndrome subscales used here are aggressive behavior (20 items), anxious/depressed (16 items), attention problems (26 items), rule-breaking behavior (12 items), social problems (11 items), somatic complaints (9 items), thought problems (1 item), and withdrawn/depressed (8 items).…”

Section: Teacher Report Form (Trf)mentioning

confidence: 99%

Teacher-rated aggression and co-occurring behaviors and problems among schoolchildren: A comparison of four population-based European cohorts

Whipp

Vuoksimaa

Bolhuis³

et al. 2019

Preprint

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Aggressive behavior in school is an ongoing concern, with the current focus mostly on specific manifestations such as bullying and extreme violence. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than in the home setting. Since aggression may index multiple behavioral problems, we assessed associations of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren from 4 population-based cohorts from Finland, the Netherlands, and the UK. Mean levels of aggressive behavior differed significantly by gender. Correlations of aggressive behavior were high with all other externalizing problems (0.47-0.80) and lower with internalizing problems (0.02-0.39). A negative association was seen with prosocial behavior (-0.33 to -0.54). Despite the higher mean levels of aggressive behavior in boys, the correlations were notably similar for boys and girls (e.g., aggressive-hyperactivity correlations: 0.51-0.75 boys, 0.47-0.70 girls) and did not vary greatly with respect to age, instrument or cohort. Thus, aggressive behavior at school rarely occurs in isolation and children with problems of aggressive behavior likely require help with other behavioral and emotional problems. It is important to note that greater aggressive behavior is not only associated with greater amount of other externalizing and internalizing problems but also with lower levels of prosocial behavior.

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Gene–environment interaction in teacher‐rated internalizing and externalizing problem behavior in 7‐ to 12‐year‐old twins

Cited by 20 publications

References 33 publications

On the etiology of internalizing and externalizing problem behavior: A twin-family study

On the etiology of internalizing and externalizing problem behavior: A twin-family study

Genetics of aggressive behavior: An overview

Teacher-rated aggression and co-occurring behaviors and problems among schoolchildren: A comparison of four population-based European cohorts

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