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Conduct problems in children and adolescents: a twin study
Jane Scourfield1, Marianne Van den Bree, Neilson Martin
1Department of Psychological Medicine, University of Wales College of Medicine, Heath Park, Cardiff. scourfieldj@cardiff.ac.uk
Archives of General Psychiatry
|May 5, 2004
Summary
Conduct problems show significant genetic influence across parent, teacher, and self-reports. A common genetic factor underlies pervasive conduct issues, but teachers also report unique genetic influences.
Area of Science:
- Behavioral Genetics
- Child Psychology
- Psychopathology
Background:
- Genetic factors influence conduct problems as both continuous behavior and diagnostic categories.
- Limited research exists on genetically informative designs with multiple informants and settings.
Purpose of the Study:
- Investigate genetic and environmental influences on conduct problems using parent, teacher, and self-reports.
- Determine if these reports reflect a shared underlying phenotype.
Main Methods:
- Employed a twin study design within the Cardiff Study of All Wales and North England Twins (CaStANET) project.
- Assessed conduct problem scores using the Strengths and Difficulties Questionnaire from twins aged 5-17.
- Collected data from parent, teacher, and self-reports in a general community setting.
Main Results:
- Conduct problem scores demonstrated significant heritability across all three informant types (parents, teachers, self-reports).
- A common, entirely genetic phenotype for pervasive conduct problems was identified across all informants.
- Teacher reports indicated unique genetic influences not shared with parent or self-reports.
Conclusions:
- Conduct problems are significantly heritable, influenced by both genetic and unique environmental factors.
- A cross-situational phenotype for conduct problems, measured by all informants, is wholly genetic.
- No significant shared environmental effects were found to influence conduct problems.