Over the past couple of decades, several studies have documented a significant relationship between language disorders and emotional-behavioral disorders in children. Unfortunately, only a few studies have examined this relationship while accounting for differences in children's overall cognitive functioning. The current study examined the relationship between language and cognitive development and emotional-behavioral problems (measured concurrently and at 5-and 17-month follow-up) in a sample of non-referred four-year-olds from financially-disadvantaged families (N = 680). Results of stepwise multiple regression analyses indicated that language delays were significantly related to emotional-behavioral problems. However, when cognitive differences were controlled, delayed language development no longer significantly predicted emotionalbehavioral problems, either concurrently or at any follow-up assessment. These results support those of previous studies that suggest that the relationship between serious emotional-behavioral problems and language development in young children may be more a function of factors associated with complex cognitive functioning or neurological maturity, rather than specific language functioning.
Childhood depression is often found to share symptoms and coexist with several other childhood disorders and physiological conditions, leading to diagnostic errors and possibly inappropriate treatment. Literature relevant to the differential diagnosis of childhood depression is reviewed with particular attention given to the similarities and differences between depression and coexisting conditions such as anxiety disorders, conduct disorders, and attention deficit hyperactivity disorder. The characteristics of childhood depression are compared and contrasted with other possible coexisting disorders. Diagnostic reasoning, confirmatory bias, and the advantages of considering multiple hypotheses when diagnosing depression are discussed.
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