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. 2015 Jul;45(4):394-408.
doi: 10.1007/s10519-015-9712-z. Epub 2015 Feb 25.

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

Eveline L de Zeeuw  1 , Catharina E M van Beijsterveldt, Gitta H Lubke, Tina J Glasner, Dorret I Boomsma
Affiliations

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

Eveline L de Zeeuw et al. Behav Genet. 2015 Jul.

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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Conflict of interest statement

Eveline L de Zeeuw, CEM van Beijsterveldt, Gitta H Lubke, Tina J Glasner and Dorret I Boomsma declare that they have no conflict of interest.

Figures

Fig. 1
Fig. 1
Gene-environment interaction (GxE) model with moderation by gender of the teacher
Fig. 2
Fig. 2
The relative contribution of the additive genetic, dominant genetic, common environmental and unique environmental effects for the most parsimonious and best fitting models for Oppositional Behavior (a), Hyperactivity (b) and Attention Deficit Hyperactivity Disorder Index (c)
See this image and copyright information in PMC

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