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Dissecting the polygenic contribution of attention-deficit/hyperactivity disorder and autism spectrum disorder on school performance by their relationship with educational attainment

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Titel: Dissecting the polygenic contribution of attention-deficit/hyperactivity disorder and autism spectrum disorder on school performance by their relationship with educational attainment
Autoren: Judit Cabana-Domínguez, Rosa Bosch, María Soler Artigas, Silvia Alemany, Natalia Llonga, Laura Vilar-Ribó, Pau Carabí-Gassol, Lorena Arribas, Valeria Macias-Chimborazo, Gemma Español-Martín, Clara del Castillo, Laura Martínez, Mireia Pagerols, Èlia Pagespetit, Raquel Prat, Julia Puigbó, Josep Antoni Ramos-Quiroga, Miquel Casas, Marta Ribasés
Weitere Verfasser: Institut Català de la Salut, [Cabana-Domínguez J, Alemany S, Vilar-Ribó L] Grup de Recerca de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Barcelona, Spain. Universitat Autònoma de Barcelona, Bellaterra, Spain. Servei de Psiquiatria, Vall d’Hebron Hospital Universitari, Barcelona, Spain. Biomedical Network Research Centre on Mental Health (CIBERSAM), Madrid, Spain. [Bosch R] Biomedical Network Research Centre on Mental Health (CIBERSAM), Madrid, Spain. SJD MIND Schools Program, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain. [Soler Artigas M, Llonga N, Carabí-Gassol P, Ribasés M] Grup de Recerca de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Barcelona, Spain. Universitat Autònoma de Barcelona, Bellaterra, Spain. Servei de Psiquiatria, Vall d’Hebron Hospital Universitari, Barcelona, Spain. Biomedical Network Research Centre on Mental Health (CIBERSAM), Madrid, Spain. Department of Genetics, Microbiology, and Statistics, Faculty of Biology, Universitat de Barcelona (UB), Barcelona, Spain. [Arribas L, Macias-Chimborazo V] Grup de Recerca de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Barcelona, Spain. Universitat Autònoma de Barcelona, Bellaterra, Spain. Grup de Recerca de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Barcelona, Spain. Universitat Autònoma de Barcelona, Bellaterra, Spain. [Español-Martín G, Ramos-Quiroga JA] Grup de Recerca de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Barcelona, Spain. Universitat Autònoma de Barcelona, Bellaterra, Spain. Servei de Psiquiatria, Vall d’Hebron Hospital Universitari, Barcelona, Spain. Biomedical Network Research Centre on Mental Health (CIBERSAM), Madrid, Spain. Departament de Psiquiatria i Medicina Forense, Universitat Autònoma de Barcelona, Bellaterra, Spain, Vall d'Hebron Barcelona Hospital Campus
Quelle: Mol Psychiatry
Dipòsit Digital de Documents de la UAB
Universitat Autònoma de Barcelona
Scientia
Scientia. Dipòsit d'Informació Digital del Departament de Salut
instname
Verlagsinformationen: Springer Science and Business Media LLC, 2024.
Publikationsjahr: 2024
Schlagwörter: Male, 0301 basic medicine, Multifactorial Inheritance, Rendiment escolar, Adolescent, Autism Spectrum Disorder, Article, 03 medical and health sciences, Genetics, Trastorn per dèficit d'atenció amb hiperactivitat - Aspectes genètics, ADHD, Humans, Genetic Predisposition to Disease, Child, 0303 health sciences, PSIQUIATRÍA Y PSICOLOGÍA::trastornos mentales::trastornos del desarrollo neurológico::trastornos conductuales disruptivos y déficit de atención::trastornos de déficit de atención con hiperactividad, Academic Success, Schools, ENFERMEDADES::afecciones patológicas, signos y síntomas::procesos patológicos::atributos de la enfermedad::susceptibilidad a enfermedades::predisposición genética a la enfermedad, Autism spectrum disorders, PSYCHIATRY AND PSYCHOLOGY::Mental Disorders::Neurodevelopmental Disorders::Attention Deficit and Disruptive Behavior Disorders::Attention Deficit Disorder with Hyperactivity, DISEASES::Pathological Conditions, Signs and Symptoms::Pathologic Processes::Disease Attributes::Disease Susceptibility::Genetic Predisposition to Disease, Phenotype, Attention Deficit Disorder with Hyperactivity, ANTROPOLOGÍA, EDUCACIÓN, SOCIOLOGÍA Y FENÓMENOS SOCIALES::educación::evaluación de la enseñanza::rendimiento académico::éxito académico, PSIQUIATRÍA Y PSICOLOGÍA::trastornos mentales::trastornos del desarrollo neurológico::trastornos generalizados del desarrollo del niño::trastorno del espectro del autismo, ANTHROPOLOGY, EDUCATION, SOCIOLOGY, AND SOCIAL PHENOMENA::Education::Educational Measurement::Academic Performance::Academic Success, Educational Status, Female, PSYCHIATRY AND PSYCHOLOGY::Mental Disorders::Neurodevelopmental Disorders::Child Development Disorders, Pervasive::Autism Spectrum Disorder, Trastorns de l'espectre autista - Aspectes genètics
Beschreibung: Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorders (ASD) are strongly associated with educational attainment (EA), but little is known about their genetic relationship with school performance and whether these links are explained, in part, by the genetic liability of EA. Here, we aim to dissect the polygenic contribution of ADHD and ASD to school performance, early manifestation of psychopathology and other psychiatric disorders and related traits by their relationship with EA. To do so, we tested the association of polygenic scores for EA, ADHD and ASD with school performance, assessed whether the contribution of the genetic liability of ADHD and ASD to school performance is influenced by the genetic liability of EA, and evaluated the role of EA in the genetic overlap between ADHD and ASD with early manifestation of psychopathology and other psychiatric disorders and related traits in a sample of 4,278 school-age children. The genetic liability for ADHD and ASD dissected by their relationship with EA show differences in their association with school performance and early manifestation of psychopathology, partly mediated by ADHD and ASD symptoms. Genetic variation with concordant effects in ASD and EA contributes to better school performance, while the genetic variation with discordant effects in ADHD or ASD and EA is associated with poor school performance and higher rates of emotional and behavioral problems. Our results strongly support the usage of the genetic load for EA to dissect the genetic and phenotypic heterogeneity of ADHD and ASD, which could help to fill the gap of knowledge of mechanisms underlying educational outcomes.
Publikationsart: Article
Other literature type
Dateibeschreibung: application/pdf
Sprache: English
ISSN: 1476-5578
1359-4184
DOI: 10.1038/s41380-024-02582-w
Zugangs-URL: https://pubmed.ncbi.nlm.nih.gov/38783053
https://hdl.handle.net/11351/12218
https://ddd.uab.cat/record/306938
Rights: CC BY
Dokumentencode: edsair.doi.dedup.....cbaf260d410053acf88e50b071e9eca9
Datenbank: OpenAIRE
Beschreibung
Abstract:Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorders (ASD) are strongly associated with educational attainment (EA), but little is known about their genetic relationship with school performance and whether these links are explained, in part, by the genetic liability of EA. Here, we aim to dissect the polygenic contribution of ADHD and ASD to school performance, early manifestation of psychopathology and other psychiatric disorders and related traits by their relationship with EA. To do so, we tested the association of polygenic scores for EA, ADHD and ASD with school performance, assessed whether the contribution of the genetic liability of ADHD and ASD to school performance is influenced by the genetic liability of EA, and evaluated the role of EA in the genetic overlap between ADHD and ASD with early manifestation of psychopathology and other psychiatric disorders and related traits in a sample of 4,278 school-age children. The genetic liability for ADHD and ASD dissected by their relationship with EA show differences in their association with school performance and early manifestation of psychopathology, partly mediated by ADHD and ASD symptoms. Genetic variation with concordant effects in ASD and EA contributes to better school performance, while the genetic variation with discordant effects in ADHD or ASD and EA is associated with poor school performance and higher rates of emotional and behavioral problems. Our results strongly support the usage of the genetic load for EA to dissect the genetic and phenotypic heterogeneity of ADHD and ASD, which could help to fill the gap of knowledge of mechanisms underlying educational outcomes.
ISSN:14765578
13594184
DOI:10.1038/s41380-024-02582-w