The Implications of Genetics for Prevention and Intervention Programming.

With recent advances in high-throughput technology, genetic and other biological data have been increasingly incorporated in social science research, including prevention/intervention studies. Understanding the role genetics play in complex behaviors commonly evaluated in prevention/intervention research may have important implications for designing prevention programing, determining who receives certain prevention programs, and understanding individual differences in programming effectiveness (see Jaffee & Price, 2007; Moffitt, Caspi, & Rutter, 2006). This special issue, seeks to advance work in this area by presenting empirical research and methodological reviews that examine the role genetics has in behavioral research. This special issue highlights the strengths, challenges, and methodological approaches that can be used to incorporate genetic and other biological data (e.g., epigenetic markers) into prevention science. The papers in this special issue cover several overarching themes that have emerged as critical for adequately incorporating genetics into prevention and other behavioral research, including gene-by-intervention (Gxl) studies. The collection of papers reflect examples, suggestions, opportunities, and pitfalls (and how to avoid them) when incorporating genetics or other biological data into prevention research. Below, we highlight some of the themes and strengths of Gxl research as reflected in the set of studies included in this special issue.