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Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood

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Title: Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood
Language: English
Authors: Newbury, Dianne F., Gibson, Jenny L., Conti-Ramsden, Gina, Pickles, Andrew, Durkin, Kevin, Toseeb, Umar
Source: Journal of Speech, Language, and Hearing Research. Sep 2019 62(9):3381-3396.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Predictor Variables, Language Variation, Psychological Patterns, Social Development, Children, Genetics, Expressive Language, Child Language, Language Acquisition, Foreign Countries, Profiles, Scores, Peer Relationship, Behavior Problems, Language Impairments, Risk
Geographic Terms: United Kingdom
DOI: 10.1044/2019_JSLHR-L-19-0001
ISSN: 1092-4388
Abstract: Purpose: Children with poor language tend to have worse psychosocial outcomes compared to their typically developing peers. The most common explanations for such adversities focus on developmental psychological processes whereby poor language triggers psychosocial difficulties. Here, we investigate the possibility of shared biological effects by considering whether the same genetic variants, which are thought to influence language development, are also predictors of elevated psychosocial difficulties during childhood. Method: Using data from the U.K.-based Avon Longitudinal Study of Parents and Children, we created a number of multi-single-nucleotide polymorphism polygenic profile scores, based on language and reading candidate genes ("ATP2C2," "CMIP," "CNTNAP2," "DCDC2," "FOXP2," and "KIAA0319," 1,229 single-nucleotide polymorphisms) in a sample of 5,435 children. Results: A polygenic profile score for expressive language (8 years) that was created in a discovery sample (n = 2,718) predicted not only expressive language (8 years) but also peer problems (11 years) in a replication sample (n = 2,717). Conclusions: These findings provide a proof of concept for the use of such a polygenic approach in child language research when larger data sets become available. Our indicative findings suggest consideration should be given to concurrent intervention targeting both linguistic and psychosocial development as early language interventions may not stave off later psychosocial difficulties in children.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1229876
Database: ERIC
FullText Links:
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1044/2019_JSLHR-L-19-0001
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  Data: 1092-4388
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  Data: Purpose: Children with poor language tend to have worse psychosocial outcomes compared to their typically developing peers. The most common explanations for such adversities focus on developmental psychological processes whereby poor language triggers psychosocial difficulties. Here, we investigate the possibility of shared biological effects by considering whether the same genetic variants, which are thought to influence language development, are also predictors of elevated psychosocial difficulties during childhood. Method: Using data from the U.K.-based Avon Longitudinal Study of Parents and Children, we created a number of multi-single-nucleotide polymorphism polygenic profile scores, based on language and reading candidate genes ("ATP2C2," "CMIP," "CNTNAP2," "DCDC2," "FOXP2," and "KIAA0319," 1,229 single-nucleotide polymorphisms) in a sample of 5,435 children. Results: A polygenic profile score for expressive language (8 years) that was created in a discovery sample (n = 2,718) predicted not only expressive language (8 years) but also peer problems (11 years) in a replication sample (n = 2,717). Conclusions: These findings provide a proof of concept for the use of such a polygenic approach in child language research when larger data sets become available. Our indicative findings suggest consideration should be given to concurrent intervention targeting both linguistic and psychosocial development as early language interventions may not stave off later psychosocial difficulties in children.
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        Value: 10.1044/2019_JSLHR-L-19-0001
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      – Text: English
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    Subjects:
      – SubjectFull: Predictor Variables
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      – SubjectFull: Psychological Patterns
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