Verbal Comprehension in children with Attention Deficit/Hyperactivity Disorder (ADHD)

Background and Aim: There are many studies about the nature of the main attention deficit hyperactivity disorder symptoms; including attention deficit, hyperactivity and impulsivity in children. But few studies have evaluated higher cognitive processing skills including comprehension skills. Methods For this purpose, the study was performed on ۶۴ children aged ۱۰-۱۲ years old, including ۳۲ children with attention deficit hyperactivity disorder (ADHD) and ۳۲ children without attention deficit hyperactivity disorder (without ADHD) as a control group. Two groups were matched based on gender and grade. All normal and ADHD children were evaluated by verbal comprehension index in WISC-IV. Independent t-test was used to compare the mean scores and subscales of the tests between two groups of normal and ADHD children. Results: The purpose of this study was to evaluate the verbal comprehension in children with attention deficit hyperactivity disorder (ADHD). Conclusion: The results indicate that the scores of verbal comprehension including vocabulary, similarities and comprehension in children with ADHD are significantly lower than control group (without ADHD).