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

描述（由申请人提供）：拟议的研究是早期生长和发展研究（EGDS）的延续，EGDS是一项前瞻性收养设计，包括350个收养三方（亲生父母、被收养的孩子和养父母）。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恢复力表达的环境过程。我们从内化行为、外化行为和社会能力三个发展途径探讨了GxE相互作用的机制。我们还探讨了与这些通路密切相关的三个早期反应系统的作用假设：紧急读写能力、HPA轴功能和执行功能。建议的数据收集包括多方法、多因素的遗传风险和保护因素、环境过程、儿童向小学过渡期间的行为和神经调节发育。这一过渡期间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。亲生父母亲自评估建议在儿童5岁时进行，收养家庭亲自评估建议在41岁、6岁（幼儿园）和7岁（一年级）进行。本研究提出以下目标：(1)确定特定的养育过程对儿童内化行为、外化行为和社会能力的遗传影响表达的中介作用（基因型-环境相关性）；(2)确定遗传对内化行为、外化行为和社会能力（GxE相互作用）的影响的具体教养过程和背景因素；(3)确定父母教养和收养家庭环境因素调节基因型表达的机制；(4)探索可能调节儿童对家庭环境影响或敏感性的早期反应系统。

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.