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Distinguishing differential susceptibility from diathesis–stress: Recommendations for evaluating interaction effects

Published online by Cambridge University Press:  17 April 2012

Glenn I. Roisman ,
Daniel A. Newman ,
R. Chris Fraley ,
John D. Haltigan ,
Ashley M. Groh  and
Katherine C. Haydon
Glenn I. Roisman*
Affiliation:
University of Illinois at Urbana–Champaign
Daniel A. Newman
Affiliation:
University of Illinois at Urbana–Champaign
R. Chris Fraley
Affiliation:
University of Illinois at Urbana–Champaign
John D. Haltigan
Affiliation:
University of Illinois at Urbana–Champaign
Ashley M. Groh
Affiliation:
University of Illinois at Urbana–Champaign
Katherine C. Haydon
Affiliation:
University of Illinois at Urbana–Champaign
*
Address correspondence and reprint requests to: Glenn I. Roisman, Department of Psychology, University of Illinois at Urbana–Champaign, 603 East Daniel Street, Champaign, IL 61820; E-mail: roisman@illinois.edu.
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Abstract

This report describes the state of the art in distinguishing data generated by differential susceptibility from diathesis–stress models. We discuss several limitations of existing practices for probing interaction effects and offer solutions that are designed to better differentiate differential susceptibility from diathesis–stress models and quantify their corresponding implications. In addition, we demonstrate the utility of these methods by revisiting published evidence suggesting that temperamental difficulty serves as a marker of enhanced susceptibility to early maternal caregiving across a range of outcome domains in the NICHD Study of Early Child Care and Youth Development. We find that, with the exception of mother reports of psychopathology, there is consistent evidence in the Study of Early Child Care and Youth Development that the predictive significance of early sensitivity is moderated by difficult temperament over time. However, differential susceptibility effects emerged primarily for teacher reports of academic skills, social competence, and symptomatology. In contrast, effects more consistent with the diathesis–stress model were obtained for mother reports of social skills and objective tests of academic skills. We conclude by discussing the value of the application of this work to the next wave of Gene × Environment studies focused on early caregiving experiences.

Type
Special Section Articles
Information
Development and Psychopathology , Volume 24 , Issue 2 , May 2012 , pp. 389 - 409
Copyright
Copyright © Cambridge University Press 2012

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