Childhood ODD and ADHD behavior: The effect of classroom sharing, gender, teacher gender and their interactions
Open accessAbstract
One criterion for a diagnostic and statistical manual of mental disorders (DSM-IV) diagnosis of attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) is that symptoms are present in at least two settings, and often teacher ratings are taken into account. The short Conners' Teacher Rating Scales-Revised (CTRS-R) is a widely used standardized instrument measuring ODD and ADHD behavior in a school setting. In the current study CTRS-R data were available for 7, 9 and 12-year-old twins from the Netherlands Twin Register. Measurement invariance (MI) across student gender and teacher gender was established for three of the four scales (Oppositional Behavior, Hyperactivity and ADHD Index) of the CTRS-R. The fourth scale (ATT) showed an unacceptable model fit even without constraints on the data and revision of this scale is recommended. Gene-environment (GxE) interaction models revealed that heritability was larger for children sharing a classroom. There were some gender differences in the heritability of ODD and ADHD behavior and there was a moderating effect of teacher's gender at some of the ages. Taken together, this indicates that there was evidence for GxE interaction for classroom sharing, gender of the student and gender of the teacher.
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Common environmental factors have greater influence on ODD behavior, whereas genetic effects have influence on ADHD behavior.
“the common environmental factors have greater in fl uence on ODD behavior, whereas genetic e ff ects have in fl uence on ADHD behavior”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Zeeuw, van Beijsterveldt, Lubke, Glasner, & Boomsma, 2015
The Discussion reports some common environmental influence on ODD behavior and dominant genetic influence on ADHD behavior. But it also says heritability is substantial for both; the Results describe common environmental effects on ODD as negligible at most ages in boys and present to some extent in girls. The source therefore does not support an unqualified claim that common environmental factors have greater influence on ODD behavior. (LLM, conf=0.84)
Experimental — accuracy not yet measuredCommon environmental effects had some influence on ODD behavior, while dominant genetic effects had an influence on ADHD behavior.
“Common environmental e ff ects had some in fl uence on ODD behavior, while dominant genetic e ff ects had an in fl uence on ADHD behavior”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Zeeuw et al., 2015
The influence of common environmental effects on ODD behavior is larger in girls.
“The in fl uence is larger in girls”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Zeeuw et al., 2015
Environmental influences are specific to each disorder and seem more pronounced in typical behavior of ODD than of ADHD, where genetic influences seem greater.
“certain studies (e.g., Knopik et al., 2014) argue that they are speci fi c to each disorder, and seem to be more pronounced in typical behavior of ODD than of ADHD, where genetic in fl uences seem to be greater”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Zeeuw et al., 2015
Heritability of ODD and ADHD behavior is lower among twins who do not share a classroom, suggesting some behavioral differences are attributable to differences in classroom environments.
“hereditability of ODD and ADHD behavior is lower among twins who do not share a classroom, which suggests that some of the behavioral di ff erences are attributable to the di ff erences in classroom environments”
From ADHD, CD, and ODD: Systematic review of genetic and environmental risk factors (2018) · cites this paper as Zeeuw et al., 2015
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- Authors
- de Zeeuw, E. L., van Beijsterveldt, C. E. M., Lubke, G. H., Glasner, T. J., & Boomsma, D. I.
- Affiliations
- University of Notre Dame (US)
- Vrije Universiteit Amsterdam (NL)
- Amsterdam Public Health (NL)
- Venue
- Behavior Genetics
- Published
- 2015-02-25
- Volume
- 45
- Issue
- 4
- Pages
- 394-408
- ISSN
- 0001-8244 (ISSN-L)
- 1573-3297
- PMC
- PMC4458263
- OpenAlex
- W2076762720
- Cited by
- 17
- References
- 61
- Citations by year
- 2025: 1 · 2024: 2 · 2023: 2 · 2022: 1 · 2021: 4 · 2019: 2 · 2018: 2 · 2017: 2 · 2015: 1
- FWCI
- 1.35
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Behavior Genetics (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- VU Research Portal (publishedVersion, other-oa)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- Funders
- ZonMw (91210020, 56-464-14192, 480‐04‐004)
- Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO/ SPI 56-464-14192, 912-100-20, NWO 480-04-004, 56‐464‐14192, 230374, 056-31-001, Spi-56-464-14192, 14192, 480-04-004, NWO/ZonMW 91210020)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- oppositional defiant disorder, attention deficit hyperactivity disorder, teacher gender, gender differences, gene-environment interaction, heritability, measurement invariance, twins, hyperactivity, oppositional behavior
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Diseases in Twins, Faculty, Female, Humans, Male, Netherlands, Phenotype, Psychometrics, Surveys and Questionnaires, Registries, Schools, Sex Factors, Students, Twins, Dizygotic, Twins, Monozygotic, Attention Deficit and Disruptive Behavior Disorders, Gene-Environment Interaction
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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