3-221 - The Future of Genetic Testing in Child Development Research: Opportunities and Challenges

Session Type: Paper Symposium

Integrative Statement

Evidence from developmental and prevention sciences suggests that variation in biologically-based sensitivity to contexts contributes to differences in developmental course, with context sensitive individuals susceptible to both the adverse effects of unsupportive (development inhibiting) environments and the beneficial effects of supportive (development promoting) environments (Ellis & Boyce, 2011). Integrating particularly genetic data into randomized prevention trials with children, where study designs have mainly addressed psychosocial and behavioral processes, can illuminate developmental pathways contributing to intervention efficacy across multiple levels of influence (Brody et al., 2009; Cicchetti & Gunnar, 2008). Along with the benefits of genetically sensitive designs, however, are new methodological and ethical challenges that are only beginning to be addressed. This symposium illuminates these issues and current approaches to meeting these challenges. Paper one addresses critical issues in designing a study to test whether longitudinal studies of school-wide intervention impacts on child mental health outcomes are moderated by gene polymorphisms. Paper two builds on this, reporting results from a longitudinal school-based intervention trial examining polygenic susceptibility to bullying behavior and the role of genetics in modifying classroom-based intervention effects. Paper three provides additional context for these presentations by detailing specific strategies to address methodological challenges associated with candidate gene x environment interaction studies. The final paper addresses fundamental and emerging ethical issues in genetic studies such as informed consent and genetic literacy and communication of results to participating youth and their guardians. Discussion will be led by a chairperson expert in the integration of genomic, developmental, and prevention sciences.

Sub Unit

• Biological Processes

Chairs

• Elena L Grigorenko, Child Study Center

• Joshua L Brown, Fordham University

Individual Presentations

• Opportunities and Challenges in the Design of a Longitudinal Gene x School-Based Intervention Study - Presenting Author: Joshua L Brown, Fordham University; J. Lawrence Aber, New York University; Stephanie M Jones, Harvard Graduate School of Education

• Evaluating the Polygenetic Susceptibility to Bullying Behaviors - Presenting Author: Rashelle Jean Musci, Johns Hopkins Bloomberg School of Public Health; Catherine P Bradshaw, Johns Hopkins School of Public Health; Kelly Benke, Johns Hopkins University Bloomberg School of Public Health; Brion Maher, Johns Hopkins University Bloomberg School of Public Health; George Uhl, Molecular Neurobiology Research Branch, Division of Intramural Research, National Institute on Drug Abuse, National Institutes of Health; Nicholas Salvatore Ialongo, Johns Hopkins University

• Strengthening Candidate Gene x Environment Interaction Research - Presenting Author: H Harrington Cleveland, Human Development & Family Studies; Gabriel L Schlomer, Pennsylvania State University; David John Vandenbergh, Pennsylvania State University

• Ethics in Developmental Prevention Science Involving Genetic Testing - Presenting Author: Celia B Fisher, Fordham University