WORKING MEMORY AND ACADEMIC ACHIEVEMENT IN CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER

This study used pre-existing data to examine whether children with ADHD, with and without working memory (WM) deficits, differ in their academic achievement and clinical profiles. 73 children (26 % female), aged 6-12 years, with a confirmed diagnosis of ADHD had completed standardized achievement tests of reading, mathematics, and written language. Six WM measures and three parent and teacher questionnaires probing behaviour and executive functioning were administered. Of the sample, only 26 % met the criteria for a WM deficit. Children with WM impairments were found to perform significantly worse than those without WM impairment on all achievement clusters, with no clinical profile differences. Poor WM is not universal in ADHD, but its presence is associated with lower academic achievement scores. Clinicians and educators should consider that underlying impairments in WM may be the contributing factors to academic difficulties in children with ADHD. Interventions targeting WM skills need to be implemented