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Am J Psychiatry 1997; 154:532-535
Copyright © 1997 by American Psychiatric Association
Twin concordance for attention deficit hyperactivity disorder: a comparison of teachers' and mothers' reports
DK Sherman, MK McGue and WG Iacono
Department of Psychology, University of Minnesota, Minneapolis 55455- 0344, USA.
OBJECTIVE: The present study examined probandwise concordance rates for
attention deficit hyperactivity disorder (ADHD) in a community sample of
194 monozygotic and 94 dizygotic male twins, ages 11-12 years. METHOD:
DSM-III and DSM-III-R diagnoses of ADHD were based on rating scale reports
from the twins' teachers and structured interview reports obtained from
their mothers. Model-fitting analyses were used to estimate genetic and
environmental effects on ADHD. RESULTS: Concordance rates for ADHD were
greater for monozygotic than dizygotic twins according to both mothers' and
teachers' reports; this finding indicates the importance of genetic factors
in the etiology of this syndrome. Fifteen percent of subjects received an
ADHD diagnosis by teachers' ratings, compared with 6% by mothers' reports.
Three percent of subjects met criteria for ADHD in both school and home
settings. Teachers' ratings yielded moderate monozygotic and dizygotic
concordance rates, in contrast to mothers' reports, which indicated a high
monozygotic and a zero dizygotic concordance for ADHD. A model that
included additive genetic and nonshared environmental factors provided the
best fit to these ADHD data. CONCLUSIONS: ADHD, as defined by DSM criteria,
appears to be a genetically influenced disorder whether diagnoses are based
on teachers' or mothers' reports. However, the extent of this genetic
influence seems to vary by informant source. These findings suggest that
obtaining diagnostic data from either teachers' or mothers' reports alone
may provide an incomplete characterization of ADHD.
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