Literaturnachweis - Detailanzeige
| Autor/inn/en | Guilfoyle, Janna; Winston, Molly; Sideris, John; Martin, Gary E.; Nayar, Kritika; Bush, Lauren; Wassink, Tom; Losh, Molly |
|---|---|
| Titel | Childhood Academic Performance: A Potential Marker of Genetic Liability to Autism |
| Quelle | In: Journal of Autism and Developmental Disorders, 53 (2023) 5, S.1989-2005 (17 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Losh, Molly) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-022-05459-5 |
| Schlagwörter | Autism Spectrum Disorders; Genetic Disorders; Siblings; Individual Characteristics; Parents; Language Skills; Symptoms (Individual Disorders); Severity (of Disability); Academic Achievement |
| Abstract | Autism spectrum disorder (ASD), a heritable neurodevelopmental disorder, confers genetic liability that is often expressed among relatives through subclinical, genetically-meaningful traits, or endophenotypes. For instance, relative to controls, parents of individuals with ASD differ in language-related skills, with differences emerging in childhood. To examine ASD-related endophenotypes, this study investigated developmental academic profiles among clinically unaffected siblings of individuals with ASD (n = 29). Lower performance in language-related skills among siblings mirrored previously-reported patterns among parents, which were also associated with greater subclinical ASD-related traits in themselves and their parents, and with greater symptom severity in their sibling with ASD. Findings demonstrated specific phenotypes, derived from standardized academic testing, that may represent childhood indicators of genetic liability to ASD in first-degree relatives. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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