The Correlation between Rates of Cancer and Autism: An Exploratory Ecological Investigation

Autism is associated with high rates of genomic aberrations, including chromosomal rearrangements and de novo copy-number variations. These observations are reminiscent of cancer, a disease where genomic rearrangements also play a role. We undertook a correlative epidemiological study to explore the possibility that shared risk factors might exist for autism and specific types of cancer.To determine if significant correlations exist between the prevalence of autism and the incidence of cancer, we obtained and analyzed state-wide data reported by age and gender throughout the United States. Autism data were obtained from the U.S. Department of Education via the Individuals with Disabilities Education Act (IDEA) (2000-2007, reported annually by age group) and cancer incidence data were obtained from the Centers for Disease Control and Prevention (CDC) (1999-2005). IDEA data were further subdivided depending on the method used to diagnose autism (DSM IV or the Code of Federal Regulations, using strict or expanded criteria). Spearman rank correlations were calculated for all possible pairwise combinations of annual autism rates and the incidence of specific cancers. Following this, Bonferroni's correction was applied to significance values. Two independent methods for determining an overall combined p-value based on dependent correlations were obtained for each set of calculations. High correlations were found between autism rates and the incidence of in situ breast cancer (p < or = 10(-10), modified inverse chi square, n = 16) using data from states that adhere strictly to the Code of Federal Regulations for diagnosing autism. By contrast, few significant correlations were observed between autism prevalence and the incidence of 23 other female and 22 male cancers.These findings suggest that there may be an association between autism and specific forms of cancer

Decreased Births Among Black Female Adolescents Following School Desegregation

Although the socioeconomic impact of school desegregation in the U.S. has been well documented, little is known about the health consequences of this policy. The purpose of this study was to quantify the associations between school desegregation and adolescent births among black and white females. We compared the change in prevalence of adolescent births in areas that implemented school desegregation plans in the 1970s with areas that implemented school desegregation plans in other decades, using difference-in-difference methods with 1970 and 1980 Census microdata. School desegregation policy in the U.S. in the 1970s was associated with a significant reduction of 3.2 percentage points in the prevalence of births among black female adolescents between 1970 and 1980. This association was specific to black female adolescents and was not observed among white adolescents

The association between blood pressure and years of schooling versus educational credentials: Test of the sheepskin effect

Purpose Attaining a degree may offer greater opportunities for health than years of schooling alone. This study examines whether there is a degree, or “sheepskin”, effect on the association between education and blood pressure. Methods Multivariable-adjusted ordinal and linear regression models assessed associations of years of schooling and degree attainment with systolic and diastolic blood pressure in a sample of 552 adults aged 38–47 years. Results Years of schooling was inversely associated with systolic blood pressure adjusting for age, gender and race (β=−0.4, 95% CL:−0.7,−0.1 mmHg systolic blood pressure/year of schooling). Additional adjustment for mother’s education, childhood verbal intelligence quotient, childhood health and childhood socioeconomic status had minimal impact on effect size (β= −0.3, 95% CI=−0.7,0.0). However, years of schooling was no longer associated with blood pressure in the fully adjusted model which included additional adjustment for degree attained (β=0.0, 95% CL:−0.5, 0.4). In the fully adjusted model (including adjustment for years of schooling), individuals with a graduate degree still had significantly lower systolic blood pressure than HS degree-holders (e.g. β=−9.2, 95% CL:−15.2,−3.2 for graduate vs. high school degree). Findings were similar for diastolic blood pressure. Conclusion The association of years of schooling with blood pressure may be largely due to degree attainment rather than simply the knowledge and skills accumulated due to years of schooling alone

Estimating Co-Occurring Behavioral Trajectories Within a Neighborhood Context: A Case Study of Multivariate Transition Models for Clustered Data

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/63092/1/cerda_estimating co-occurring_2008.pd

Which literacy skills are associated with smoking?

Background Research has demonstrated associations between smoking and reading skills, but other literacy skills such as speaking, listening and numeracy are less studied despite our dependence on the use of numbers and the oral exchange to deliver information on the risks of smoking. Methods We used multivariable logistic regression to examine the effects of reading, numeracy, speaking and listening skills on 1) becoming a regular smoker and 2) smoking cessation. Further, multivariable linear regression was used to examine the relation between literacy skills and amount smoked among current smokers. Models controlled for education, gender, age, race/ethnicity, income, and, when relevant, age they became a regular smoker. Results For each grade equivalent increase in reading skills, the odds of quitting smoking increased by about 8% (OR=1.08, 95%CI: 1.01–1.15). For every point increase in numeracy skills, the odds of quitting increased by about 24% (OR=1.24, 95%CI: 1.06 – 1.46). No literacy skills were associated with becoming a regular smoker or current amount smoked. Conclusion The ability to locate, understand and use information related to the risks of smoking may impact one’s decision to quit. Messaging should be designed with the goal of being easily understood by all individuals regardless of literacy level