Childhood trauma, life-time self-harm, and suicidal behaviour and ideation are associated with polygenic scores for autism

Abstract: Autistic individuals experience significantly elevated rates of childhood trauma, self-harm and suicidal behaviour and ideation (SSBI). Is this purely the result of negative environmental experiences, or does this interact with genetic predisposition? In this study we investigated if a genetic predisposition for autism is associated with childhood trauma using polygenic scores (PGS) and genetic correlations in the UK Biobank (105,222 < N < 105,638), and tested potential mediators and moderators of the association between autism, childhood trauma and SSBI. Autism PGS were significantly associated with childhood trauma (max R2 = 0.096%, P < 2 × 10−16), self-harm ideation (max R2 = 0.108%, P < 2 × 10−16), and self-harm (max R2 = 0.13%, P < 2 × 10−16). Supporting this, we identified significant genetic correlations between autism and childhood trauma (rg = 0.36 ± 0.05, P = 8.13 × 10−11), self-harm ideation (rg = 0.49 ± 0.05, P = 4.17 × 10−21) and self-harm (rg = 0.48 ± 0.05, P = 4.58 × 10−21), and an over-transmission of PGS for the two SSBI phenotypes from parents to autistic probands. Male sex negatively moderated the effect of autism PGS on childhood trauma (β = −0.023 ± 0.005, P = 6.74 × 10−5). Further, childhood trauma positively moderated the effect of autism PGS on self-harm score (β = 8.37 × 10−3 ± 2.76 × 10−3, P = 2.42 × 10−3) and self-harm ideation (β = 7.47 × 10−3 ± 2.76 × 10−3, P = 6.71 × 10−3). Finally, depressive symptoms, quality and frequency of social interactions, and educational attainment were significant mediators of the effect of autism PGS on SSBI, with the proportion of effect mediated ranging from 0.23 (95% CI: 0.09–0.32) for depression to 0.008 (95% CI: 0.004–0.01) for educational attainment. Our findings identify that a genetic predisposition for autism is associated with adverse life-time outcomes, which represent complex gene-environment interactions, and prioritizes potential mediators and moderators of this shared biology. It is important to identify sources of trauma for autistic individuals in order to reduce their occurrence and impact

Bullying Among Youth with Autism Spectrum Disorders

Students with disabilities and/or autism spectrum disorders (ASD) are particularly vulnerable to be involved in bullying compared to their peers without ASD. Studies have found that students with ASD are at higher risk to be involved in bullying as a bully (i.e., perpetrator of bullying), a victim (i.e., victim of bullying), or bully-victim (i.e., both perpetrator and victim of bullying). However, due to the nature of their disability (e.g., difficulties in understanding others’ feelings and intentions, nonverbal behaviors, and nonliteral speech), it is unclear whether youth with ASD construe bullying and victimization in similar ways as typically developing youth. Researchers generally agree that bullying is characterized by three defining criteria – (1) negative actions, (2) carried out repeatedly and over time, (3) in an interpersonal relationship characterized by a power imbalance. Different forms of bullying exist: physical bullying (e.g., hitting, kicking, and damage to property), verbal bullying (e.g., name-calling, insulting, and making fun of another person), and relational bullying (e.g., exclusion, ignoring, and spreading rumors). More recent forms of bullying include cyberbullying (e.g., hurtful text messaging or emailing, and posting hurtful messages/objectionable content on websites and social networking sites)