712-22; CHI June02 106217 (Top)

Objective: To investigate (1) the prevalence of language deficits and disorders and (2) the relationship of bilingual language skills and psychopathology, in Spanish-English bilingual children referred for child and adolescent psychiatry services. Method: Bilingual language skills, emotional/behavioral problems, sociodemographics, immigration variables, and nonverbal IQ were studied in 50 consecutively referred children. Results: Estimated prevalence was high for language deficits (48%) and disorders (41%), with most cases (>79%) being of the mixed receptive-expressive type. In children with clinically significant emotional/behavioral problems, bilingual language skills were strongly and inversely correlated with problem scores, particularly global problems (r = –0.67, p < .001); social, thought, and attention problems (r ≥ –0.54; p < .004); delinquency (r = –0.66, p < .001); and aggression (r = –0.52, p < .01). These correlations remained significant after IQ adjustment. Conclusions: Prior findings from monolingual children were confirmed in this bilingual sample, namely (1) the high prevalence of mixed receptive-expressive and other language disorders and delays and (2) the close tie between poor language skills and emotional/behavioral problems. The data strongly suggest the clinical importance and feasibility of language assessment and the significance of receptive problems in bilingual children referred for psychiatric services. A safe approach is to fully assess language skills, rather than misattributing these children’s language delays to normal bilingual acquisition processes. J. Am. Acad. Child Adolesc. Psychiatry, 2002, 41(6):712–722.