自闭症和ADHD家族史的比例因招募方式和社会经济地位而异。

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2023-11-16 DOI:10.1111/bjdp.12469
Tessel Bazelmans, Gaia Scerif, Karla Holmboe, Nayeli Gonzalez-Gomez, Alexandra Hendry
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引用次数: 0

摘要

自闭症和ADHD的家族史(FH)在发育研究的招募过程中通常不被考虑,尽管复发率很高。我们用不同的方法在英国招募了三个样本(N = 1055),观察了儿童家庭成员(9至46个月)中自闭症或多动症的发生率。确诊病例中fh -自闭症或FH-ADHD的发生率为3%-9%。在通过在线参与者池招募的样本中,这一比例最高,该样本也由社会经济最多样化的家庭组成。较低的父母教育程度和家庭收入与较高的FH-ADHD发生率相关,较低的父母教育程度与较高的fh -自闭症发生率相关。因此,招聘策略对神经多样性和可以得出的结论和概括有意义的影响。具体来说,与通过与大学相关的志愿者数据库和社交媒体招募的人相比,使用众包网站进行招聘可以创建一个更能代表更广泛人群的样本。
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Rates of family history of autism and ADHD varies with recruitment approach and socio-economic status

Family history (FH) of autism and ADHD is not often considered during the recruitment process of developmental studies, despite high recurrence rates. We looked at the rate of autism or ADHD amongst family members of young children (9 to 46 months) in three UK-based samples (N = 1055) recruited using different methods. The rate of FH-autism or FH-ADHD was 3%–9% for diagnosed cases. The rate was highest in the sample recruited through an online participant pool, which also consisted of the most socio-economically diverse families. Lower parental education and family income were associated with higher rates of FH-ADHD and lower parental education with increased FH-autism. Thus, recruitment strategies have a meaningful impact on neurodiversity and the conclusions and generalizations that can be drawn. Specifically, recruitment using crowdsourcing websites could create a sample that is more representative of the wider population, compared to those recruited through university-related volunteer databases and social media.

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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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