The intellectual profile of monolingual children with Developmental Language Disorder is typically characterized by below-average verbal IQ (VIQ) and average Performance IQ (hence, PIQ) scores. Our knowledge of IQ functioning in bilingual children with Developmental Language Disorder is still very limited. Furthermore, previous research in IQ functioning in children with Developmental Language Disorder has not addressed maternal education as a possible alternative exploratory variable affecting children's performance in IQ tests. Here, we aimed to investigate if intellectual functioning of children with Developmental Language Disorder is affected by bilingualism, and whether this relation is affected by the children's socioeconomic characteristics, including maternal and parental education, and family income. We focused on IQ profile comparisons between 125 bilingual children and 109 monolingual children with Developmental Language Disorder. We found that the bilingual children exhibited 'normalized' performance in those VIQ tests that tapped into metalinguistic knowledge and social understanding. The bilingual children were also more likely to exhibit average skills across PIQ tests. Finally, we found that the positive effect of bilingualism on children's IQ was only observed for the children whose mothers had a low educational level. The overall findings hold implications for the broader understanding of intellectual functioning in bilingual neurodiverse populations, also highlighting the unique role of maternal education in studying children's cognitive development.
Organisational gradients refer to a continuous low-dimensional embedding of brain regions and can quantify core organisational principles of complex systems like the human brain. Mapping how these organisational principles are altered or refined across development and phenotypes is essential to understanding the relationship between brain and behaviour. Taking a developmental approach and leveraging longitudinal and cross-sectional data from two multi-modal neuroimaging datasets, spanning the full neurotypical-neurodivergent continuum, we charted the organisational variability of structural (610 participants, N=390 with one observation, N=163 with two observations and N=57 with three) and functional (512 participants, N=340 with one observation, N=128 with two observations and N=44 with three). Across datasets, despite differing phenotypes, we observe highly similar structural and functional gradients. These gradients, or organisational principles, are highly stable across development, with the exact same ordering across early childhood into mid-adolescence. However, there is substantial developmental change in the strength of embedding within those gradients: by modelling developmental trajectories as non-linear splines, we show that structural and functional gradients are refined across development. Specifically, structural gradients gradually contract in low-dimensional space as networks become more integrated, whilst the functional manifold expands, indexing functional specialisation. The coupling of these structural and functional gradients follows a unimodal-association axis and varies across individuals, with developmental effects concentrated in the more plastic higher-order networks. Importantly, these developmental effects on coupling, in these higher-order networks, are attenuated in the neurodivergent sample. Finally, we mapped structure-function coupling onto dimensions of psychopathology and cognition and demonstrate that dimensions of cognition, such as working memory, are robust predictors of coupling. In summary, across clinical and community samples, we demonstrate consistent principles of structural and functional brain organisation, with progressive structural integration and functional segregation. These gradients are established early in life, refined through development, and their coupling is predicted by working memory.
While COVID-19 had a devastating impact on mental health worldwide, little is known about its effects on adults with intellectual and developmental disabilities. We used a community-based participatory approach to study this population's mental health experiences. Six focus groups were conducted: four with adults with intellectual and developmental disabilities (n = 21) and two with caregivers (n = 13). Conventional content analysis and thematic network analysis were utilised. We identified cascading impacts of the pandemic on the mental health of this population. Sub-themes included: (1) environmental effects, (2) emotional effects and (3) physical and behavioural effects of COVID-19. Five modifying factors were identified. The COVID-19 pandemic, while specific in its restrictions and timing, illustrated and exacerbated unmet mental health needs of adults with intellectual and developmental disabilities. These results suggest opportunities for empirical research and policy development, relevant for future emergencies and ongoing medical and non-medical support of this population.
Adolescent aggression arises within developmental, cognitive, and emotional mechanisms embedded in cultural contexts that define which behaviors are acceptable and how they are sanctioned. Cross-cultural psychology provides critical insights into how values such as honor, collectivism, and relational harmony shape the forms and meanings of aggression, influencing developmental pathways toward partner maltreatment and violence (PM/V). This review synthesizes recent findings (2020-2025) on parenting, peer norms, cognition, and digital contexts to identify culturally responsive intervention levers. Evidence shows that warmth and open communication protect against aggression across settings, but discipline, peer dynamics, and digital practices vary by culture. Effective prevention must integrate developmental and cultural frameworks, ensuring that early interventions address the family, peer, and digital ecologies that sustain aggression and its potential continuity into adult relationships.
Learning-based cognitive control (CC)-the ability to implicitly adapt control based on contextual regularities-has been studied in young, typically developing children, yet its developmental trajectory remains underexplored. This study examined how learning-based CC develops across childhood under increasing cognitive demands. Overall, 149 children aged 5-14 years (79 females, M = 9.1 ± 2.6) completed a modified Flanker task and a cued go-noGo task ("Addy"). Both tasks included a List-Wide Proportion Congruency (LWPC) manipulation contrasting predictable (mostly congruent/valid) and unpredictable (50%) contexts. Reaction times (RTs), accuracy, and delta scores (incongruent/invalid-congruent/valid RTs) were analyzed. In the Flanker task, LWPC effects were similar across ages, suggesting that learning-based CC emerges early and remains stable in low-demand contexts. In contrast, in the Addy task-requiring greater attentional control and motor inhibition-developmental differences emerged. Younger children adapted behaviour by favoring speed over accuracy, while from around 9 years of age children displayed a more balanced speed-accuracy trade-off and improved accuracy, indicating greater efficiency in managing competing task demands. These findings suggest that learning-based inhibitory CC efficiency under complex, multi-demand conditions continues to develop across childhood and highlight the value of ecologically valid paradigms.
Children with Developmental Coordination Disorder (DCD) face significant, yet often overlooked, challenges beyond motor impairments, including difficulties with toilet training and bladder and bowel dysfunctions (BBD). This study aims to explore whether children with DCD exhibit greater difficulties in these areas compared to typically developing children (TDC). This cross-sectional case-control study included 84 children aged 5-8 years (42 DCD, 42 TDC), matched by school-grade and sex (33 boys and 9 girls per group). Parents completed the Vancouver Symptom Score for Dysfunctional Elimination Syndrome (VSSDES) to assess BBD symptoms, the Dutch DCD-questionnaire (DCD-Q) to evaluate motor coordination, and additional questions regarding toilet training, elimination diagnosis, and co-occurring conditions. Correlations and exploratory group differences were analysed. Parents of children with DCD reported significantly more toilet training difficulties than parents of controls (p < 0.001), including persistent accidents (47.6% vs. 9.5%), prolonged training (45.2% vs. 4.8%), and difficulties recognizing urination urgency (40.5% vs. 2.4%). The parental report of delayed attainment of bowel and bladder control (p < 0.05) and BBD rates (p < 0.001) was also significantly higher in children with DCD. Exploratory analyses indicated that the prevalence of these outcomes was not significantly different between children with DCD with and without co-occurring ADHD or autism, suggesting a possible primary association with DCD. Additionally, across both children with DCD and TDC, poorer motor skills were associated with more BBD symptoms (r = -0.474, p < 0.001). Children with DCD have a higher prevalence of toilet training difficulties and BBD compared to TDC, potentially affecting their psychosocial well-being. Greater awareness is crucial for timely and targeted care. Notably, the study's design, directly comparing children diagnosed with DCD to matched TDC, provides new insights into the prevalence of elimination difficulties in this population.
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To determine whether extending home-based rehabilitation beyond the mother-only model to include fathers and siblings is associated with improved developmental outcomes in infants with neuro-developmental delay (NDD) and maternal wellbeing in an urban low-resource setting. A prospective observational cohort study was conducted at two public neuro-developmental clinics in Bulawayo, Zimbabwe. Infants aged 3-6 months (N = 481) and their mothers were followed for 3 months across three naturally occurring caregiver participation groups: mother-only, mother-father and mother-father-sibling. Developmental outcomes were assessed using the Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III), and maternal wellbeing was measured using Global Quality of Life (QoL) and Mental Health Check-In Visual Analogue Scales. Group differences were analysed using ANCOVA, repeated-measures ANCOVA and multiple linear regression adjusting for baseline scores. Infants in the mother-father-sibling group demonstrated significantly higher baseline-adjusted BSID-III cognitive scores at 3 months than the mother-only group (p < 0.05), with the largest effect observed in this group. Changes in language, motor, socioemotional, and adaptive domains followed the same direction but showed smaller and less consistent effects, with limited pairwise significance after adjustment. Maternal mental health improved significantly over time across groups, while QoL showed small but statistically significant gains only on repeated-measures analysis. Involving fathers and siblings in home-based rehabilitation was associated with selective cognitive gains in infants and better maternal mental health over 3 months. These findings provide preliminary support for the integration of father- and sibling-inclusive, family-centred rehabilitation models for paediatric neurorehabilitation in similar low- and middle-income settings.
Effective social communication is adapted to the context, the setting and the people involved. It is less clear how measures of adolescent social communication ability reflect these aspects of context. Social communication ability emerges from children's early experiences in varied contexts. Evidence is mixed on whether prior experience in the workplace, post-secondary education or independent living, is associated with social communication ability for those settings. The purpose of the study was to empirically evaluate the associations between measures of adolescents' social communication ability, the context of assessment, and the examinee's prior experience in the context. One-hundred fifty 14-21-year-old adolescents, 59 with developmental disabilities, participated in a cross-sectional study. Researchers administered instruments to measure social communication for four post-school settings. They also collected reports of prior experience in those settings. Rasch analysis was used to derive both item difficulty and social communication ability measures. Researchers evaluated the association between experience in a context and social communication ability for that context using regression models. Social communication measures were highly correlated across contexts. Social communication ability was associated with experience in post-secondary education, as was experience living independently for participants reporting disabilities. The results support conceiving of social communication as the ability to adapt one's communication to a context, an ability that is not bound to any one context. The varied findings on the association between prior experience in a context and social communication in that context can be interpreted as reflecting how difficult it is to learn the cues of that setting and generalize that learning to new situations, leading to potential differences in the amount and quality of experience required to successfully communicate in a context. What is already known on this subject For adolescents with communication disorders, developing social communication skills is important to their outcomes in adulthood. According to developmental models, social communication emerges from children's experiences in varied contexts. Different contexts elicit different language, but child measures of social communication ability from different contexts are correlated. What this study adds to existing knowledge Adolescent social communication ability measures for four post-school contexts were highly correlated. Experience in the post-secondary education context was associated with greater social communication ability for all adolescents, but only adolescents with developmental disabilities benefited from independent living experience. What are the potential or actual clinical implications of this work? Assessments of social communication across multiple contexts are likely to be correlated; the choice of contexts for assessment may be motivated by the student's goals and interests. The findings support offering programs designed to build adolescent social communication skills by providing experiences in independent living or post-secondary education.
Early father-loss in childhood can exert lasting effects on self-structure, meaning, and spirituality. This scoping review maps scholarship on spiritual suffering and post-loss self-reconstruction, foregrounding an extended-self lens. Guided by Arksey and O'Malley's framework, we searched PubMed, Scopus, Science Direct, and ProQuest, screened studies against predefined criteria, and synthesized findings narratively and thematically. Evidence depicts father-loss as a sustained disruption of identity and meaning, with spiritual suffering emerging as layered, contextually embedded, and developmentally variable. Four themes recur: (1) disruption to self-structure and the extended self, (2) spiritual suffering as a layered existential experience, (3) meaning reconstruction and the continuity of bonds, and (4) the role of narrative and metaphor in spiritual meaning-making. The literature seldom operationalizes extended-self explicitly and is dominated by Western contexts. We call for systematic, cross-cultural, developmentally sensitive research that integrates extended-self theory and mixed, longitudinal designs to clarify developmental trajectories.
Given clear connections between mental and physical health, the impact of dysfunctional brain-body communication on emotional behavior and psychopathology is garnering increased attention. Vagal circuits comprise a major neural substrate for communication between the brain and peripheral organs, and evidence suggests that these circuits are developmentally plastic and sensitive to stress and other environmental challenges. Here, we review historic and current literature regarding how early life experience shapes the development of vagal circuitry in rodents and in humans. We discuss the anatomical intricacies of the sensory and motor vagal systems in rodents and outline their pre- and postnatal windows of developmental plasticity. We then focus on how two core features of early life experience, i.e., nutrition and maternal care, alter vagal circuit development in rodents. We discuss human studies that use differing psychological frameworks for measuring, interpreting, and contextualizing vagal contributions to the development of emotional control and stress response systems. We focus on infant, child, and adolescent research that test relations between parental care and/or early life adversity and vagal function, and how these factors impact emotional regulation and development of psychopathology. By synthesizing literature across species, we draw attention to novel insights and testable hypotheses that can be explored using different model systems. We emphasize the importance of considering environmental context and developmental timing for study design and interpretation of results. We conclude that vagal circuitry is an environmentally sensitive system for encoding stressful experiences during early life in rodents and in humans, with lifespan health consequences.
Interventions for Developmental Language Disorder (DLD) span explicit and implicit approaches, yet Matching-to-Sample (MTS) protocols, a well-established method for fostering equivalence-based learning, remain unexamined in this population. The partly incidental and implicit nature of these protocols may align more closely with the way language skills are acquired in everyday contexts. To assess their potential for use in individuals with DLD, we conducted a scoping review of MTS-based language interventions in individuals with language impairments. Following the PRISMA-ScR guidelines and using Web of Science and PsycINFO, sixteen studies (N  =  81, primarily children and adolescents) met inclusion criteria, the key requirement being evidence of language difficulties. In most studies, these difficulties co-occurred with diagnoses of autism spectrum disorder or intellectual disability. The review revealed that most interventions targeted foundational receptive and expressive skills and reliably produced untrained (derived) stimulus relations, underscoring the efficacy of implicit learning mechanisms. However, small sample sizes, varied MTS formats, and a dearth of long-term follow-up constrain generalizability. Our findings position MTS as a promising framework for DLD but highlight the need for controlled trials with standardized protocols, larger and DLD-specific cohorts, and measures of sustained, functional language gains. What is already known on the subject Matching-to-sample (MTS) training protocols have been successfully applied to teach a wide range of skills across diverse populations. However, systematic reviews specifically evaluating the potential of MTS-based language interventions for individuals with language impairments, and for Developmental Language Disorder (DLD) in particular, are lacking. What this study adds to existing knowledge This scoping review identified a relatively small number of studies involving individuals with language difficulties, most of whom also presented with co-occurring neurocognitive conditions. No studies were found that focused specifically on individuals with DLD. Across the available studies, outcomes were generally positive, with evidence not only for gains in explicitly trained language skills but also for the emergence of untrained foundational language skills. What are the potential or actual clinical implications of this study? If positive findings are replicated in larger, well-controlled trials that also address more advanced language abilities, MTS-based language interventions may represent a promising approach for the sustained improvement of language skills in individuals with DLD.
Competitive aerobic gymnastics is a high-pressure, judged aesthetic sport that requires sustained training and stable psychological resources. While motivation, flow, and psychological resilience have each been examined in sport psychology, little is known about how these constructs co-develop across an athlete's career, particularly among late-specializing elites. We conducted a repeated-interview, life-story single-case study of a male aerobic gymnastics world champion who began specialized training later than typical elite pathways. Data were collected through six retrospective semi-structured interviews over eight months, supplemented by relevant archival materials. We used an inductive thematic approach, organized by career phases, to trace within-case developmental patterns. The narrative indicated a four-phase trajectory: initial exploration, competitive breakthrough, peak integration, and educational transformation. Across phases, motivational regulation progressively internalized toward more autonomous forms; flow was described as shifting from early or occasional episodes to more accessible and repeatable flow-like states; and resilience developed from basic coping to an integrated repertoire of attentional control, emotion regulation, and meaning-making. This single-case narrative is consistent with a provisional, case-based conceptual interpretation in which autonomous motivation, flow, and psychological resilience appeared to develop in mutually related ways across career phases. In this case, autonomous motivation seemed to sustain engagement, resilience-related resources appeared to support flow under evaluative pressure, and recurring flow episodes may have reinforced resilience and motivational internalization. Rather than a general explanatory model, this interpretation is intended as a heuristic framework to guide future multi-case and mixed-method research.
This essay is an appreciation of the life and work of Nancy Chodorow, one of the most influential and insightful psychoanalytic sociologists of the 20th and 21st Centuries. Her critical feminist analysis-of mothering and gendering in general-integrated Ego Psychology, Object Relations Theory, developmental psychoanalysis, and structural-functional sociology, opening new visions, which she articulated throughout all of her work. That Chodorow was also a practicing analyst further distinguished her from most of her analytically-inflected academic colleagues. In discussing Chodorow's paper, Seligman agrees that Freud's invention of psychoanalysis offered an essential contribution to sociology, along with its clinical and psychological significance. At the same time, however, she distinguishes between psychoanalysis and work of the seminal sociologists that she cites: The analytic focus on individual minds differentiates it from those theorists' prioritizing the social world and collective experiences and variables.
Neuroticism is significantly associated with various psychiatric disorders. Individuals exhibiting high levels of neuroticism are more susceptible to experiencing anxiety, depression, and other negative emotional responses. Research on the differences in macroscopic functional connectivity gradients among neuroticism levels and their associations with microscopic transcriptomics remains scarce. This study explores the associations between functional gradient and transcriptional expression in neuroticism across 109 individuals with low neuroticism (LNG) and 210 with medium-high neuroticism (MHNG). We analyzed functional gradient alterations in MHNG and their correlations with neurotransmitters, meta-analytic cognitive terms, and transcriptional patterns using partial least squares regression (PLS), involving similarity with major psychiatric disorders, functional enrichments, developmental stages, cortical layers, and specific cell types. MHNG exhibited functional gradient changes within the default, limbic, and visual networks, which correlated with higher-order cognitive terms and alterations in several neurotransmitters. We identified significant overlaps between PLS1 weighted genes and those dysregulated in schizophrenia and autism. Genes linked with gradient alterations were enriched in synaptic signaling, infection and metabolism, astrocytes, specific cortical layers, and developmental phases from early fetal to young adulthood. These findings offer a critical theoretical foundation for understanding the complex relationship between macroscopic functional gradients and microscopic transcriptional patterns across various neuroticism levels.
Childhood apraxia of speech (CAS) is a motor speech disorder often co-occurring with language impairment and complex neurodevelopmental disorders. An association between autism spectrum disorder (ASD) and CAS has been suggested but not definitely quantified. The reported prevalence of CAS has been variable. The current study sought to quantify prevalence of apraxia as well as comorbid ASD presentation in a pediatric population in a large outpatient hospital setting. An electronic medical record (EMR) was used to identify all pediatric clients between the ages of 24 and 48 months that presented to the outpatient clinic between January 1, 2016, and March 28, 2022. Clients were included that had either a primary or secondary diagnosis of expressive language disorder, language disorder or apraxia with treatment focusing on intelligibility, or articulation disorder. A total of 7,550 results were produced by the EMR, analysis revealed that 1,477 (19.6%) of the children had received a diagnosis of ASD, and 184 (2.4%) received a diagnosis of apraxia. Nineteen of the children with ASD also received a comorbid diagnosis of apraxia (1.3%). In addition, several additional diagnoses comorbidly presenting with CAS were explored, including ASD, mixed expressive-receptive language disorder, phonological disorder, and other developmental disorders of speech and language, but none were found to be positive significant predictors of a CAS diagnosis. Findings of the current study (prevalence of CAS at 2.4%) are in agreement with previous literature. Results of comorbidity analysis of ASD and CAS revealed that the presentation of these comorbid diagnoses is not as rare as previously found yet not as frequent.
Extant literature suggests that developmental improvements in processing speed reflect changes in a common global processing factor. In theory, then, the influence of age on processing speed should be shared across premotor processes (e.g., response selection) and motor processes (e.g., response execution). However, some researchers have observed differences in the effect of age on speed across different processes depending on stage of development, and research on neurodevelopment has long demonstrated variation in the developmental trajectory of cortical regions associated with different functions. The current study explored whether age-related differences in processing speed during adolescence varied between premotor and motor domains, testing whether these domain-specific differences accounted for age-related variance in choice reaction time (RT). Adolescent participants (N = 204, 68.6% female) varying in age from 14 to 19 years (Mage = 16, SDage = 1.73) completed a flanker task while EEG was recorded. We quantified the lateralized readiness potential (LRP) to fractionate RTs into premotor (stimulus-locked LRP [S-LRP]) and motor (response-locked LRP [R-LRP]) intervals. Both S-LRP and R-LRP latencies correlated with RT, but only S-LRP latency decreased with age. Mediation analysis confirmed a significant indirect effect of age on RT through S-LRP latency but not R-LRP latency, suggesting that faster processing speed among older adolescents stems from faster premotor-but not motor-processing. We demonstrate the utility of using LRP latencies to investigate domain-specific processing speed, highlighting directions for future work to link structural development research to functional measurements.
Theories of emotion development propose that negative affect decreases over time as attention control and emotion regulation improve. Yet, research on infancy suggests that the first year of life can be characterised by a different developmental pattern: increased negative affect as infants age. Implementing an emotion-eliciting task, we measured infants' observed emotion reactivity and regulation, and physiological arousal (heart rate) during the challenge (toy retraction) and recovery (toy play) conditions at age 6 months (n = 82, 43 boys) and age 12 months (n = 68, 36 boys) continuously on a second-by-second basis. We first measured mean intensity of reactivity, regulation, and arousal by calculating within-person averages. Then, we measured three temporal dynamics: estimates of variability by calculating variance, lability by calculating root mean square of successive differences, and persistence of changes by calculating autocorrelation. Intensity, variability, and lability in negative reactivity increased from 6 to 12 months with no change in persistence, indicating a larger and quicker negative reaction to toy retraction with age. Regulatory strategy use increased from 6 to 12 months during challenge, whereas during recovery, it reduced and became more stable. Heart rate decreased from challenge to recovery at 12 months but not at 6 months. We then examined how the temporal associations between reactivity, regulation and arousal change over time. Cross-correlation analyses revealed stronger temporal associations between reactivity, regulation, and heart rate at 12 months, suggesting increased coherence between behavioural and physiological responses with age. We discuss these developmental changes in emotion dynamics and behaviour-physiology associations in the context of functionalist perspectives on emotion. SUMMARY: This study employs momentary recordings of emotional expressions, regulatory behaviours, and physiological arousal, focusing on two key aspects: within-task context and temporal dynamics. As they grow, infants show stronger negative reactions and greater regulatory efforts during stress but calmer reactions and reduced use of regulation once stressor ends. Temporal associations between emotional behaviours and physiology (heart rate) increased from 6 to 12 months, suggesting stronger emotional coherence with age in infancy. Together, these patterns may reflect improved emotional flexibility, with older infants showing more context-appropriate emotion responses.
The present study utilized an exploratory data analysis approach to consider how executive functioning (EF) relates to the developmental course of externalizing psychopathology using the Oregon ADHD-1000 dataset. Multinomial logistic regressions of EF domains (working memory, processing speed, set shifting, reaction time variability, response inhibition, and vigilance) in predicting symptomatic classes and longitudinal pathways from a recent latent transition analysis (Smith et al., in press) were conducted; predicted probability figures were interpreted. Findings suggest that hyperactivity/impulsivity (HI) was most related to EF impairment in many domains. Inattention contributed to set shifting and processing speed impairment specifically. HI and oppositionality were very aligned with one another in childhood and diverged in adolescence. Youth who were HI in childhood and inattentive in adolescence were distinct in EF impairment from youth who were inattentive across development. Findings reiterate the importance of exploratory, person-centered, longitudinal approaches for understanding heterogeneity, comorbidity, and developmental psychopathology.
The Child Eating Behaviour Questionnaire (CEBQ) is an internationally applied, parent-report questionnaire on children's eating behaviors, but has mainly been validated in population-based samples or children with obesity. This study presents a first comprehensive validation of the German version of the CEBQ in a treatment-seeking and community-based sample including anorexia nervosa (AN), avoidant-restrictive food intake disorder (ARFID), loss of control (LOC) eating, attention-deficit/hyperactivity disorder (ADHD), and a healthy control group. The German version of the CEBQ was completed by 226 parents of children and adolescents (9 months to 17 years) in Germany and Switzerland. Factorial, convergent, and discriminant validity, internal consistency, as well as sociodemographic correlates were assessed, using objectively measured anthropometrics and well-established clinical interviews and questionnaires on eating disorders and associated psychopathology in parent- and self-report. The original 8-factor structure showed acceptable model fit and acceptable to excellent internal consistency. Convergent validity was mostly supported by weight status and interview- and questionnaire-measured eating behaviors. The CEBQ subscales differentiated between groups associated with overeating (ADHD, LOC eating) versus restrictive eating (ARFID and AN). The results support the German version of the CEBQ as a valid and reliable tool for assessing eating behavior in youth with eating disorders and ADHD. Future research using larger and age-specific samples should examine psychometric comparability across developmental stages and may provide norms for the CEBQ to enhance its utility as a screening tool. The Child Eating Behaviour Questionnaire (CEBQ) is an internationally used questionnaire completed by parents to describe different eating behaviors in children. This study tested whether the German version of the questionnaire is suitable not only for healthy children or children with obesity, as shown previously, but also for children and adolescents with eating disorders or eating difficulties, such as anorexia nervosa (AN), avoidant-restrictive food intake disorder (ARFID), loss of control (LOC) eating, and attention-deficit/hyperactivity disorder (ADHD). A total of 226 parents of children and adolescents in Germany and Switzerland completed the questionnaire. The results, as expected, showed that the questionnaire measured eight aspects of eating behavior in a reliable and consistent way. The parents’ answers corresponded well with the children’s weight and information from clinical interviews and conceptually related questionnaires. The CEBQ also revealed differences between groups of children or adolescents who tend to overeat (ADHD, LOC eating) compared to those who restrict their eating (ARFID and AN). Overall, the findings provide support for the German CEBQ as a useful tool for assessing eating behaviors in youth across clinical groups, including eating disorders and ADHD.