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Listening Comprehension and Working Memory Are Impaired in Attention-Deficit Hyperactivity Disorder Irrespective of Language Impairment

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Abstract

This study investigated listening comprehension and working memory abilities in children with attention-deficit hyperactivity disorder (ADHD), presenting with and without language impairments (LI). A 4-group design classified a community sample (n = 77) of boys aged 9–12 into ADHD, ADHD + LI, LI, and Normal groups. Children completed tests of basic language and cognitive skills, verbal and spatial working memory, and passage-level listening comprehension. Multivariate analyses and post hoc comparisons indicated that ADHD children who did not have co-occurring LI comprehended factual information from spoken passages as well as normal children, but were poorer at comprehending inferences and monitoring comprehension of instructions. ADHD children did not differ from normal children in verbal span, but showed significantly poorer verbal working memory, spatial span, and spatial working memory. The ADHD + LI and LI groups were most impaired in listening comprehension and working memory performance, but did not differ from each other. Listening comprehension skills were significantly correlated with both verbal and spatial working memory, and parent–teacher ratings of inattention and hyperactivity/impulsivity. Findings that children with ADHD but no LI showed subtle higher-level listening comprehension deficits have implications for both current diagnostic practices and conceptualizations of ADHD.

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Authors and Affiliations

  1. Brain and Behaviour Research Program, The Hospital for Sick Children, Toronto, Ontario, Canada

    Alison McInnes & Rosemary Tannock

  2. Child Development Clinic, The Hospital for Sick Children, Toronto, Ontario, Canada

    Tom Humphries

  3. Department of Biostatistics, The Institute for Work and Health, Toronto, Ontario, Canada

    Sheilah Hogg-Johnson

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  1. Alison McInnes
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  2. Tom Humphries
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  3. Sheilah Hogg-Johnson
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  4. Rosemary Tannock
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Correspondence to Rosemary Tannock.

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McInnes, A., Humphries, T., Hogg-Johnson, S. et al. Listening Comprehension and Working Memory Are Impaired in Attention-Deficit Hyperactivity Disorder Irrespective of Language Impairment. J Abnorm Child Psychol 31, 427–443 (2003). https://doi.org/10.1023/A:1023895602957

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