The Genetic Association Between ADHD Symptoms and Reading Difficulties: The Role of Inattentiveness and IQ

Previous studies have documented the primarily genetic aetiology for the stronger phenotypic covariance between reading disability and ADHD inattention symptoms, compared to hyperactivity-impulsivity symptoms. In this study, we examined to what extent this covariation could be attributed to “generalist genes” shared with general cognitive ability or to “specialist” genes which may specifically underlie processes linking inattention symptoms and reading difficulties. We used multivariate structural equation modeling on IQ, parent and teacher ADHD ratings and parent ratings on reading difficulties from a general population sample of 1312 twins aged 7.9–10.9 years. The covariance between reading difficulties and ADHD inattention symptoms was largely driven by genetic (45%) and child-specific environment (21%) factors not shared with IQ and hyperactivity-impulsivity; only 11% of the covariance was due to genetic effects common with IQ. Aetiological influences shared among all phenotypes explained 47% of the variance in reading difficulties. The current study, using a general population sample, extends previous findings by showing, first, that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genes contributing to general cognitive ability and, second, that child-specific environment factors, independent from IQ, also contribute to the covariation between reading difficulties and inattention symptoms

Substance use treatment using cultural arts and 12 steps: curriculum training and community-led implementation in Zambia

Introduction:&nbsp;Substance use in Zambia is stigmatized and treatment access is limited. Over 30,000 people are homeless in Lusaka, where one-quarter of homeless youth report use. Zambia's Ministry of Health recently developed policies targeting alcohol, suggesting Chainama, the only mental health hospital, offer treatment. Together, they endorsed training in the curriculum studied in this paper. We hypothesized training Zambian professionals would improve their perceptions of substance users and treatment. We then explored if treatment using the curriculum, as delivered to clients by training participants, would encourage client motivation to change, participation in groups, and reduce substance use frequency. Methods:&nbsp;Part 1: One-hundred professionals were trained in a curriculum-based, literacy-free intervention employing cognitive behavioral and&nbsp;rational emotive behavior therapy&nbsp;techniques to explore 12 Steps of addiction recovery through Zambian art forms. Pre/post questionnaires captured perspectives around substance users and treatment. Part 2: Trained organizations delivered the curriculum in their communities. Twenty-five organizations rated feasibility and benefit of the curriculum. Data for 200 clients recorded pre/post motivation to change, open-sharing/participation, and frequency of substance use. Results:&nbsp;While training significantly modified professionals&rsquo; perspectives regarding the value of offering treatment, their views of substance users did not change. Clients endorsed increases in &ldquo;motivation to change&rdquo; and &ldquo;participation/open-sharing.&rdquo; Frequency of alcohol, marijuana, inhalant, and cigarette use significantly decreased. Conclusion:&nbsp;Training in the curriculum helped address a public health need, playing a role in increased motivational variables and decreased substance use. Research addressing this study&rsquo;s limitations is encouraged. Video abstract:&nbsp;For a video summary of this paper, please visit&nbsp;https://youtu.be/uDZTVxtzF1Y</p