TABLE 2.

Association Between rs4307059 and Social Communication Spectrum Traits in the Avon Longitudinal Study of Parents and Children Birth Cohort (N=7,313)^a

Measure	Instrumentb	Mean Agec (Years)	β-OLSd	β-QPe	ASD QTL Effectf	SE	Nominal pg	Adjusted ph
Continuous spectrum phenotype
Language/Communication
1. Language	CDI	3.3		−0.0030	<0	0.0022	0.087	0.78
2. Social communication	SCDC	7.7		0.018	>0	0.026	0.25	0.98
3. Intelligibility and fuency	CCC	9.7		−0.0022	<0	0.0011	0.024	0.39
4. Syntax	CCC	9.7		−0.00027	<0	0.00032	0.21	0.97
5. Inappropriate initiation	CCC	9.7		−0.0045	<0	0.0018	0.0068	0.14
6. Coherence	CCC	9.7		−0.0023	<0	0.0012	0.024	0.39
7. Stereotyped conversation	CCC	9.7		−0.0069	<0	0.0018	0.000086	0.0023
8. Use of conversational context	CCC	9.7		−0.0029	<0	0.0014	0.019	0.32
9. Conversational rapport	CCC	9.7		−0.0027	<0	0.0012	0.014	0.25
10. Pragmatic aspects of communication	CCC	9.7	−0.60		<0	0.16	0.000066	0.0017
11. Social communication	SCDC	10.8		0.076	>0	0.031	0.0070	0.15
IQ
12. Verbal IQ	WISC-III	8.6	−0.64		<0	0.33	0.024	0.39
Social interaction
13. Sociability	EAS	3.3	−0.058		<0	0.058	0.16	0.93
14. Peer problems	SDQ	4.0		0.0015	>0	0.019	0.47	1.00
15. Sociability	EAS	4.8	0.015i		<0	0.049	0.62i	1.00i
16. Sociability	EAS	5.8	−0.032		<0	0.051	0.27	0.99
17. Peer problems	SDQ	6.8		0.016	>0	0.027	0.28	0.99
18. Peer problems	SDQ	8.2		0.019	>0	0.024	0.22	0.97
19. Friendships score	HMP-FQ	8.6	0.093		>0	0.052	0.036	0.50
20. Peer problems	SDQ	9.7		0.040	>0	0.028	0.075	0.74
21. Friendships score	HMP-FQ	10.7	0.008		>0	0.045	0.43	1.00
22. Peer problems	SDQ	11.8		0.037	>0	0.032	0.13	0.88
Behavior
23. Total behavioral diffculties	R-RPS-PC	3.5	0.28		>0	0.11	0.0042	0.094
24. Total behavioral diffculties	SDQ	4.0	0.091		>0	0.087	0.15	0.92
25. Total behavioral diffculties	SDQ	6.8	0.12		>0	0.092	0.11	0.84
26. Total behavioral diffculties	SDQ	8.2	0.13		>0	0.10	0.10	0.83
27. Total behavioral diffculties	SDQ	9.7	0.21		>0	0.098	0.014	0.26
28. Total behavioral diffculties	SDQ	11.8	0.24		>0	0.10	0.010	0.20
Categorical spectrum phenotype				OR-MRj
Special educational needs
29. Special educational needs		11.8					0.0027	0.063
School action				1.030	>1	0.070
School action plus				1.48	>1	0.17
Statement of special educational needs				1.11	>1	0.14

^aThis subsample comprised genotyped ethnically homogeneous white European singletons.

^bCDI=MacArthur Toddler Communication Questionnaire; SCDC=Social and Communication Disorders Checklist; CCC=Children's Communication Checklist; WISC-III=Wechsler Intelligence Scale for Children, 3rd ed.; EAS=Emotionality-Activity-Sociability Temperament Survey; SDQ=Strengths and Diffculties Questionnaire; HMP-FQ=Cambridge Hormones and Moods Project Friendship Questionnaire; R-RPS-PC=Revised Rutter Parent Scale for Preschool Children.

^cMean age at phenotypic assessment.

^dβ=genetic effect with respect to the risk allele (T) adjusted for age, sex, and maternal education; β-OLS=ordinary least squares estimate.

^eβ=genetic effect with respect to the risk allele (T) adjusted for age, sex, and maternal education; β-QP=quasi-Poisson estimate (log counts).

^fExpected direction of the effect assuming an underlying autism spectrum disorder QTL.

^gOne-sided p value based on F tests or likelihood ratio tests (autism spectrum disorder QTL consistent effect: p_one-sided = p_two-sided/2; autism spectrum disorder QTL inconsistent effect: p_one-sided = 1 − p_two-sided/2).

^hOne-sided empirical p value.

ⁱInconsistent effect.

^jOdds ratios are based on a multinomial regression (reference category, “no special provision”).