The Early Growth and Development Study: Family Process, Genes and School Entry

早期成长和发展研究：家庭过程、基因和入学

基本信息

批准号：
7885536
负责人：
Leslie Diane Leve
金额：
$ 159.86万
依托单位：
OREGON SOCIAL LEARNING CENTER, INC.
依托单位国家：
美国
项目类别：
财政年份：
2007
资助国家：
美国
起止时间：
2007-09-01 至 2012-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7885536
关键词：
Adolescent Adoption Adrenal Glands Adult Affect Age Age-Months Anxiety Behavior Behavioral Birth Characteristics Child Child Behavior Child Mental Health Data Data Collection Development Developmental Process Drug usage Environment Environment and Public Health Environmental Risk Factor Exposure to Failure Family Family Process Foundations Genetic Genetic Risk Genotype Growth and Development function Guide prevention Hypothalamic structure Infant Investigation Link Measures Mediating Mental Health Nursery Schools Outcome Parent-Child Relations Parenting behavior Parents Pathway interactions Personal Satisfaction Personality Persons Pharmaceutical Preparations Phase Pituitary Gland Prevention program Primary Schools Process Processed Genes Psychopathology Research Personnel Role Schools Social Work System Temperament Toddler Triad Acrylic Resin Work adopted child anti social contextual factors design early childhood executive function externalizing behavior first grade hypothalamic-pituitary-adrenal axis kindergarten literacy phase 1 study prenatal exposure prevent programs prospective psychosocial public health relevance resilience response social social skills success transmission process

项目摘要

DESCRIPTION (provided by applicant): The proposed study is the continuation of the Early Growth and Development Study (EGDS), a prospective adoption design consisting 350 adoption triads (birth parents, adopted child, and adoptive parents). The overarching aim of this work is to study mechanisms of Genotype x Environment (GxE) interaction to identify environmental processes that prevent the expression of genetic risk and promote the expression of genetic resilience. We focus on mechanisms of GxE interaction along three developmental pathways: internalizing behavior, externalizing behavior, and social competence. We also explore hypotheses regarding the role of three early responding systems that are closely linked to these pathways: emergent literacy, HPA axis functioning, and executive functioning. The proposed data collection consists of multimethod, multiagent measures of genetic risk and protective factors, environmental processes, and children's behavioral and neuroregulatory development during the transition to primary school. Success or failure during this transition has long-term implications for children's mental health and drug use. Birth parent in-person assessments are proposed at child age 5, and adoptive family in-person assessments are proposed at ages 41/z, 6 (kindergarten), and 7 (first grade). The following aims are proposed: (1) To identify specific parenting processes that mediate the expression of genetic influences on children's internalizing behavior, externalizing behavior, and social competence (genotype-environment correlation); (2) to identify specific parenting processes and contextual factors that moderate genetic influences on internalizing behavior, externalizing behavior, and social competence (GxE interaction); (3) to identify mechanisms by which parenting and adoptive family contextual factors moderate genotype expression; and (4) to explore early responding systems that may moderate a child's effect on or sensitivity to the family environment. Public Health Relevance: Young children's externalizing and internalizing problems pose critical challenges for families and schools. Children who enter primary school with problems are more likely to struggle academically and to access mental health and social services as adolescents and adults. The proposed work would build an empirical foundation to help guide prevention programs administered in family settings.

描述（由申请人提供）：拟议的研究是早期生长和发育研究 (EGDS) 的延续，这是一项前瞻性收养设计，由 350 个收养三人组（亲生父母、收养儿童和收养父母）组成。这项工作的总体目标是研究基因型 x 环境 (GxE) 相互作用的机制，以确定防止遗传风险表达和促进遗传复原力表达的环境过程。我们关注沿着三个发展路径的 GxE 互动机制：内化行为、外化行为和社会能力。我们还探讨了关于与这些途径密切相关的三个早期反应系统的作用的假设：新兴读写能力、HPA 轴功能和执行功能。拟议的数据收集包括遗传风险和保护因素、环境过程以及儿童在小学过渡期间的行为和神经调节发展的多方法、多主体测量。这一转变的成功或失败对儿童的心理健康和药物使用具有长期影响。建议在儿童 5 岁时进行亲生父母亲自评估，并建议在 41/z、6 岁（幼儿园）和 7 岁（一年级）时进行收养家庭亲自评估。提出以下目标：（1）确定介导遗传影响儿童内化行为、外化行为和社会能力（基因型-环境相关性）表达的具体养育过程； (2) 确定特定的养育过程和背景因素，以调节遗传对内化行为、外化行为和社交能力（GxE 相互作用）的影响； (3) 确定养育和收养家庭背景因素调节基因型表达的机制； (4) 探索可以缓和儿童对家庭环境的影响或敏感性的早期反应系统。公共卫生相关性：幼儿的外在和内在问题给家庭和学校带来了严峻的挑战。有问题进入小学的儿童更有可能在学业上陷入困境，并在青少年和成人后获得心理健康和社会服务。拟议的工作将建立一个实证基础，以帮助指导在家庭环境中实施的预防计划。