Twin Study Helps Scientists Link Relationship Among ADHD, Reading, Math

Posted on: Saturday, 11 December 2010, 00:01 CST

A new study published in Psychological Science used twins to look at the genetic and environmental influences underlying ADHD behaviors, reading, and math skills in children in an attempt to better understand the relationship among them.

Washington, DC (Vocus) December 9, 2010

Washington, D.C. (Vocus) Children with ADHD can sometimes have more difficulties on math and reading tests compared to their peers. A new study published in Psychological Science, a journal of the Association for Psychological Science, used identical and fraternal twins to look at the genetic and environmental influences underlying ADHD behaviors, reading, and math skills in children in an attempt to better understand the relationship among them.

Sara Hart, of the Florida State University, and her colleagues used twins enrolled in a long-term study of reading and math. Hart says by focusing on twins specifically, psychological scientists are able to tease out the difference between nature and nurture.

To do this, scientists compare identical twins, who have nearly the same DNA, with fraternal twins, who generally only share about half of their DNA. If identical twins are generally more alike on a trait?say, their eye color or reading ability?and fraternal twins are much less alike on the same trait, you can presume the trait is inherited. On the other hand, if pairs of identical twins are alike on a trait to the same extent that pairs of fraternal twins are alike on that trait?like how outgoing they are?you know the trait is probably influenced by their environment. Most traits fall somewhere in between, and twin studies can show that, too.

In this case, Hart and her colleagues were interested in how twins matched up on symptoms of ADHD, reading achievement, and math achievement. At about age 10, every pair of twins was tested on their reading and math ability. Their mothers also filled out surveys on any problems the children have with attention or hyperactivity.

The researchers found that ADHD behaviors, reading achievement, and math achievement were all influenced by the same genetic influences; this doesn't prove anything about what causes what, but some psychological scientists think that all three might be linked through the working memory system.

Although common genetic influences is a typical result from twin studies, the exciting aspect of this work was that that ADHD behaviors, reading achievement, and math achievement are also associated by common environmental influences.

Although it is not known what the actual environmental influences are, Hart and her colleagues suggest that it could be related to aspects of the classroom and homework environment. If researchers can figure out what these environmental influences really are, they may be able to help children with ADHD do better in school.

For more information about this study, please contact Sara Hart at shart(at)fcrr(dot)org.

The APS journal Psychological Science is the highest ranked empirical journal in psychology. For a copy of the article "Exploring How Symptoms of Attention-Deficit/Hyperactivity Disorder Are Related to Reading and Mathematics Performance: General Genes, General Environments" and access to other Psychological Science research findings, please contact Keri Chiodo at 202-293-9300 or kchiodo(at)psychologicalscience(dot)org.

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Twin study helps scientists link relationship among ADHD, reading, math

ScienceDaily (Dec. 10, 2010) ? Children with ADHD can sometimes have more difficulties on math and reading tests compared to their peers. A new study published in Psychological Science, a journal of the Association for Psychological Science, used identical and fraternal twins to look at the genetic and environmental influences underlying ADHD behaviors, reading, and math skills in children in an attempt to better understand the relationship among them.

Sara Hart, of the Florida State University, and her colleagues used twins enrolled in a long-term study of reading and math. Hart says by focusing on twins specifically, psychological scientists are able to tease out the difference between nature and nurture.

To do this, scientists compare identical twins, who have nearly the same DNA, with fraternal twins, who generally only share about half of their DNA. If identical twins are generally more alike on a trait -- say, their eye color or reading ability -- and fraternal twins are much less alike on the same trait, you can presume the trait is inherited. On the other hand, if pairs of identical twins are alike on a trait to the same extent that pairs of fraternal twins are alike on that trait -- like how outgoing they are -- you know the trait is probably influenced by their environment. Most traits fall somewhere in between, and twin studies can show that, too.

In this case, Hart and her colleagues were interested in how twins matched up on symptoms of ADHD, reading achievement, and math achievement. At about age 10, every pair of twins was tested on their reading and math ability. Their mothers also filled out surveys on any problems the children have with attention or hyperactivity.

The researchers found that ADHD behaviors, reading achievement, and math achievement were all influenced by the same genetic influences; this doesn't prove anything about what causes what, but some psychological scientists think that all three might be linked through the working memory system.

Although common genetic influences is a typical result from twin studies, the exciting aspect of this work was that that ADHD behaviors, reading achievement, and math achievement are also associated by common environmental influences.

Although it is not known what the actual environmental influences are, Hart and her colleagues suggest that it could be related to aspects of the classroom and homework environment. If researchers can figure out what these environmental influences really are, they may be able to help children with ADHD do better in school.

Disclaimer: This article is not intended to provide medical advice, diagnosis or treatment. Views expressed here do not necessarily reflect those of ScienceDaily or its staff.

Story Source:

The above story is reprinted (with editorial adaptations by ScienceDaily staff) from materials provided by Association for Psychological Science.

Journal Reference:

Sara Hart et al. Exploring How Symptoms of Attention-Deficit/Hyperactivity Disorder Are Related to Reading and Mathematics Performance: General Genes, General Environments. Psychological Science, (in press)

Note: If no author is given, the source is cited instead.

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New Study Reveals That Coaching Helps College Students With ADHD Improve Ability To Learn, Succeed In College

Main Category: ADHD
Article Date: 13 Nov 2010 - 2:00 PST window.fbAsyncInit = function() { FB.init({ appId: 'aa16a4bf93f23f07eb33109d5f1134d3', status: true, cookie: true, xfbml: true, channelUrl: 'http://www.medicalnewstoday.com/scripts/facebooklike.html'}); }; (function() { var e = document.createElement('script'); e.async = true; e.src = document.location.protocol + '//connect.facebook.net/en_US/all.js'; document.getElementById('fb-root').appendChild(e); }()); email to a friend ? printer friendly ? opinions ?

The results of a new study being released this week at the Children and Adults with Attention Deficit Hyperactivity Disorder (CHADD) conference in Atlanta demonstrate the effectiveness of a new model of coaching, developed exclusively for and used by the Edge Foundation, to help college students with ADHD improve executive functioning, which is their ability to organize, set and achieve goals, and self regulate -- all critical for a successful post secondary education. Additionally, students who participated in the study felt that coaching helped them feel less stress, greater empowerment, increased confidence and have more balanced lives.

Researchers from Wayne State University in Michigan conducted the study over two years in 10 universities and community colleges throughout the country and tracked the progress of 110 students with ADHD. It is the largest and most comprehensive study of ADHD coaching conducted to-date. The research team measured students' progress through both quantitative and qualitative analysis and have determined, "This study demonstrated that the Edge coaching model was highly effective in helping students improve executive functioning and related skills as measured by the Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 2002)."

Coaching has long been used by corporations to improve performance of CEOs and executives, but little research has been done until now on the impact this kind of intervention may have on populations with learning disabilities, like ADHD. While medication has been shown to improve academic productivity (better note-taking, scores on quizzes and worksheets, and homework completion), medication alone is not associated with skills students need to meet the demands of college which they must navigate more independently than in previous schooling.

Source: Edge Foundation

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