Impact of Working Memory Deficits on Academic Achievement in Adolescents with Attention-deficit/Hyperactivity Disorder

• Main Author: Vexelman, Claudia
• Other Authors: Tannock, Rosemary
• Language: en_ca
• Published: 2009
• Subjects: Attention-Deficit/Hyperactivity Disorder; Working Memory; academic achievement; executive functions; working memory deficits; adolescents; 0622; 0621; 0525; 0758
• Online Access: http://hdl.handle.net/1807/18087

This study examined the impact of working memory deficits (WMD) on the academic achievement of adolescents with ADHD. Adolescents (n=79) aged 13 to 17 years with a clinical diagnosis of ADHD were subtyped into those with and without WMD based on impairment in at least two measures, and then compared on their academic achievement and clinical profile. Results indicated that adolescents with ADHD plus WMD (23%) manifest significantly lower academic achievement than those with adequate WM. By contrast, there were no group differences in psychiatric comorbidity, severity of ADHD symptoms and psychological adjustment. We also found a unique contribution of WM to academic achievement over and above that of other clinical features. These findings suggest that WMD compromise the educational attainment of a subgroup of individuals with ADHD. Individuals with ADHD should be screened for WMD to prevent academic failure and WM should be considered as a treatment target.