Working Memory Deficits and Executive Dysfunction in Adolescents With ADHD: A Neuropsychological Battery Study

This study investigates working memory and executive function deficits in adolescents diagnosed with ADHD within the context of clinical neuropsychology and developmental psychology, an area of growing scientific importance given its implications for targeted neuropsychological intervention and educational accommodation planning for ADHD youth. Using standardized neuropsychological battery including Digit Span, Corsi Block Tapping, Trail Making Test B, and Wisconsin Card Sorting Task, we examine prefrontal cortex hypoactivation reducing phonological loop and central executive capacity in 84 adolescents (42 ADHD, 42 matched controls aged 12-17) drawn from outpatient neurodevelopmental assessment clinic. Results indicate that adolescents with ADHD-combined type score 1.8 SD below normative means on phonological working memory, with executive function deficits correlating significantly with academic underperformance (p < 0.001), with 1.8 SD below normative mean on phonological working memory as the primary quantitative benchmark. Concordance between primary and confirmatory measurement approaches exceeded 93%, validating the analytical framework. These findings contribute empirically to clinical neuropsychology and developmental psychology and carry actionable implications for the design of programs and policies targeting targeted neuropsychological intervention and educational accommodation planning for ADHD youth.