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Parents' and teachers' ratings of problem behaviours in children: genetic and contrast effects

Published online by Cambridge University Press:  21 February 2012

Jonna Kuntsi ,
Javier Gayán  and
Jim Stevenson
Jonna Kuntsi*
Affiliation:
Behavioural Sciences Unit, Institute of Child Health, University College London Medical School, London, UK. j.kuntsi@ich.ucl.ac.uk.
Javier Gayán
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder, CO, USA.
Jim Stevenson
Affiliation:
Centre for Research into Psychological Development, Department of Psychology, University of Southampton, UK.
*
*Correspondence: Jonna Kuntsi PhD, Behavioural Sciences Unit,Institute of Child Health, University College London Medical School, 30 Guilford Street, London WC1N 1EH, UK. Tel: 020 7831 0975; Fax: 020 7831 7050

Abstract

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We obtained ratings on the Conners' scales from teachers (CTRS-28) and parents (CPRS-48) for 61 monozygotic and 64 dizygotic twin pairs, aged between 7 and 11 years. Model-fitting analyses were carried out to estimate the extent of genetic and environmental influences on problem behaviours, and to explore possible contrast effects in ratings by parents and teachers. Confirming previous findings with other measures, there was evidence of moderate to strong genetic effects on a range of problem behaviours. Parents' ratings on the Anxiety, Impulsive-Hyperactive and Learning Problem sub-scales showed significant evidence of contrast effects. There was no evidence of such rater bias or competitive sibling interaction effects in ratings by teachers, or in parents' ratings on the Conduct Problem and Psychosomatic sub-scales. Twin Research (2000) 3, 251–258.

Keywords

problem behaviourscontrast effectsCTRS-28CPRS-48twin study
Type
Articles
Information
Twin Research and Human Genetics , Volume 3 , Issue 4 , 01 August 2000 , pp. 251 - 258
Copyright
Copyright © Cambridge University Press 2000