Genome-wide polygenic scores, executive function, and attention-deficit/hyperactivity disorder in youth

Finy, M. Sima

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https://hdl.handle.net/2142/98152 Copy

Description

Title

Genome-wide polygenic scores, executive function, and attention-deficit/hyperactivity disorder in youth

Author(s)

Finy, M. Sima

Issue Date

2017-05-10

Director of Research (if dissertation) or Advisor (if thesis)

• Derringer, Jaime
• Heller, Wendy

Doctoral Committee Chair(s)

• Derringer, Jaime
• Heller, Wendy

Committee Member(s)

• Berenbaum, Howard
• Miller, Gregory A.
• Rudolph, Karen D.

Department of Study

Psychology

Discipline

Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Attention-deficit/hyperactivity disorder (ADHD)
• Executive functions
• Executive dysfunction
• Behavior genetics
• Polygenic risk

Abstract

Although attention-deficit/hyperactivity disorder (ADHD) is highly heritable, the processes by which genetic risk affects its development are poorly understood. Potential mechanisms that may contribute to the development of ADHD, possibly by sharing common genetic risk, include impairments in executive functions. The goal of the present study was to clarify associations among genome-wide polygenic scores, executive functions, and ADHD in a subsample of 4,226 youth to determine whether executive dysfunctions mediate the relationship between cumulative genetic risk and a dimensional trait measure of ADHD. Polygenic scores derived from genome-wide association studies of ADHD and (low) educational attainment, but not tobacco smoking, were associated with increased ADHD in a non-clinical, independent sample of youth. A common executive function factor mediated the relationship between genetic risk associated with low educational attainment and ADHD. These results demonstrate that polygenic risk for clinically-diagnosed ADHD is also associated with a dimensional trait measure of ADHD in a non-clinical sample of youth and that there is common genetic influence on risk for low educational attainment and ADHD. In addition, results demonstrate that executive dysfunction is one mechanism through which genetic variants influence ADHD and suggest that executive functions may be targets of intervention development.

Graduation Semester

2017-08

Type of Resource

text

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http://hdl.handle.net/2142/98152

Copyright and License Information

Copyright 2017 M. Finy

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