Abstract
Relatively little is known about the potential interplay between genetic and environmental influences on attention-deficit/hyperactivity
disorder (ADHD), including gene-environment interaction (G×E). There is evidence that parenting behavior interacts with offspring
genotype in the development of externalizing problems, but studies have largely focused on explicit maltreatment rather than
differentiated measures of parenting behavior, including positive and negative parenting. We tested the interactive effects
of the 30-base pair variable number tandem repeat (VNTR) polymorphism of the monoamine oxidase A gene (MAO-A) with positive
and negative parenting behavior on parent- and teacher ratings of inattention and hyperactivity symptoms among 150 6–9 year-old
boys with and without ADHD. Negative parenting predicted parent and teacher ratings of inattention symptoms, but only among
boys with high-activity MAO-A genotype. MAO-A genotype did not moderate the association of positive parenting and parent-
and teacher ratings of ADHD. We discuss the potential role of interactive exchanges between parenting behavior and child genotype
in the development and persistence of ADHD and related behavior problems.
disorder (ADHD), including gene-environment interaction (G×E). There is evidence that parenting behavior interacts with offspring
genotype in the development of externalizing problems, but studies have largely focused on explicit maltreatment rather than
differentiated measures of parenting behavior, including positive and negative parenting. We tested the interactive effects
of the 30-base pair variable number tandem repeat (VNTR) polymorphism of the monoamine oxidase A gene (MAO-A) with positive
and negative parenting behavior on parent- and teacher ratings of inattention and hyperactivity symptoms among 150 6–9 year-old
boys with and without ADHD. Negative parenting predicted parent and teacher ratings of inattention symptoms, but only among
boys with high-activity MAO-A genotype. MAO-A genotype did not moderate the association of positive parenting and parent-
and teacher ratings of ADHD. We discuss the potential role of interactive exchanges between parenting behavior and child genotype
in the development and persistence of ADHD and related behavior problems.
- Content Type Journal Article
- Pages 1-11
- DOI 10.1007/s10802-011-9553-z
- Authors
- James J. Li, Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles, CA 90095-1563, USA
- Steve S. Lee, Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles, CA 90095-1563, USA
- Journal Journal of Abnormal Child Psychology
- Online ISSN 1573-2835
- Print ISSN 0091-0627