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The serotonin transporter promoter polymorphism moderates the continuity of behavioral inhibition in early childhood

Published online by Cambridge University Press:  14 October 2016

Victoria C. Johnson
Affiliation:
University of Western Ontario
Katie R. Kryski
Affiliation:
University of Western Ontario
Haroon I. Sheikh
Affiliation:
University of Western Ontario
Heather J. Smith
Affiliation:
University of Western Ontario
Shiva M. Singh
Affiliation:
University of Western Ontario
Elizabeth P. Hayden*
Affiliation:
University of Western Ontario
*
Address correspondence and reprint requests to: Elizabeth P. Hayden, Westminster Hall, 361 Windermere Road, London, ON N6A 3K7, Canada; E-mail: ehayden@uwo.ca.

Abstract

Persistently elevated behavioral inhibition (BI) in children is a marker of vulnerability to psychopathology. However, little research has considered the joint influences of caregiver and child factors that may moderate the continuity of BI in early childhood, particularly genetic variants that may serve as markers of biological plasticity, such as the serotonin transporter linked polymorphic region (5-HTTLPR). We explored this issue in 371 preschoolers and their caregivers, examining whether parent characteristics (i.e., overinvolvement or anxiety disorder) and child 5-HTTLPR influenced the continuity of BI between ages 3 and 5. Measures were observational ratings of child BI, observational and questionnaire measures of parenting, and parent interviews for anxiety disorder history, and children were genotyped for the 5-HTTLPR. Parent factors did not moderate the association between age 3 and age 5 BI; however, child BI at age 3 interacted with children's 5-HTTLPR variants to predict age 5 BI, such that children with at least one copy of the short allele exhibited less continuity of BI over time relative to children without this putative plasticity variant. Findings are consistent with previous work indicating the 5-HTTLPR short variant increases plasticity to contextual influences, thereby serving to decrease the continuity of BI in early childhood.

Type
Special Issue Articles
Copyright
Copyright © Cambridge University Press 2016 

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