Twin Studies

Defries, John

Abstract

The long-range objectives of Research Project I are the identification, characterization, and validation of etiologically distinct subtypes or dimensions of learning disabilities. To accomplish these objectives, an extensive psychometric test battery will be administered to a sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair is reading disabled, to an independent sample of 50 pairs of identical twins and 5o pairs of fraternal twins in which at least one member of each pair has ADHD, to a comparison sample of 50 pairs of identical twins and 50 pairs of fraternal twins with no school history of reading deficits or ADHD, and to the siblings of all twin pairs. In collaboration with investigators from Research Projects II-IV, resulting data will be used to assess the genetic and environmental etiologies of reading deficits, ADHD, and their co-morbidity, as well as their co- variation with measures of other psychopathology, reading, language and perceptual processes, mathematics performance and executive functions. These data will also be used to test noel hypotheses of differential etiology of reading difficulties as a function of ADHD dimensions or subtypes, age, gender, and cognitive ability, and to assess the hypothesis that the etiology of deviant scores differ from that of individual differences within the normal range.

Funding Agency

• Agency: National Institute of Health (NIH)
• Institute: Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
• Type: Specialized Center (P50)
• Project #: 5P50HD027802-12
• Application #: 6564686
• Project Start: 2001-12-01
• Project End: 2002-11-30
• Support Year: 12
• Fiscal Year: 2002
• Total Cost: $197,422

Institution

• Name: University of Colorado at Boulder
• City: Boulder
• State: CO
• Country: United States
• Zip Code: 80309

Publications

Ricker, Ashley A; Corley, Robin; DeFries, John C et al. (2018) Examining the influence of perceived stress on developmental change in memory and perceptual speed for adopted and nonadopted individuals. Dev Psychol 54:138-150

DeMille, Mellissa M C; Tang, Kevin; Mehta, Chintan M et al. (2018) Worldwide distribution of the DCDC2 READ1 regulatory element and its relationship with phoneme variation across languages. Proc Natl Acad Sci U S A 115:4951-4956

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R (2018) Neuroanatomical correlates of performance in a state-wide test of math achievement. Dev Sci 21:

Devanna, P; Chen, X S; Ho, J et al. (2018) Next-gen sequencing identifies non-coding variation disrupting miRNA-binding sites in neurological disorders. Mol Psychiatry 23:1375-1384

Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard et al. (2018) Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill. Read Res Q 53:127-148

Peterson, Robin L; Arnett, Anne B; Pennington, Bruce F et al. (2018) Literacy acquisition influences children's rapid automatized naming. Dev Sci 21:e12589

Becker, Stephen P; Willcutt, Erik G (2018) Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology. Eur Child Adolesc Psychiatry :

Becker, Stephen P; Burns, G Leonard; Leopold, Daniel R et al. (2018) Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning. J Child Psychol Psychiatry 59:1094-1104

McGrath, Lauren M (2018) Two GWASs Are Better Than One: Enhancing Genetic Discovery for Developmental Phenotypes. J Am Acad Child Adolesc Psychiatry 57:77-79

Leopold, Daniel R; Christopher, Micaela E; Olson, Richard K et al. (2018) Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence. J Abnorm Child Psychol :