Dissecting the polygenic contribution of attention-deficit/hyperactivity disorder and autism spectrum disorder on school performance by their relationship with educational attainment

HIGHLIGHTS

• What: The combination of ASD discordant and concordant variation with opposite effects in school performance may result in the cancellation of the association signal, which aligns with observational studies showing that academic achievement in ASD is more variable than in ADHD , and strongly supports the study design that leverages EA genetic data to detect opposite polygenic effects that would otherwise be missed.
• Who: Judit Cabana-Domínguez from the School performance School performance data were provided by schools and assessed with school grades in three different subjects: mathematics, foreign language and primary languageSchool grades were . . .
  

   

  

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