Executive Function Deficits in Children with Attention Deficit Hyperactivity Disorder: A Cross- Sectional Analysis

Abstract

In addition to core behavioural symptoms, Attention Deficit Hyperactivity Disorder (ADHD) is associated with notable challenges in cognitive deficits, particularly in executive functions. These executive function impairments play a crucial role in determining a child’s overall functioning, influencing academic achievement, social interactions, and the ability to manage everyday activities independently. Although a growing body of international literature highlights these cognitive challenges, research examining executive function deficits in children with ADHD within the Indian context remains limited. The present study aimed to compare executive function abilities between children diagnosed with ADHD and typically developing controls, with the goal of informing more targeted and effective intervention strategies. A total of 90 children aged 8–12 years participated, including 45 children with ADHD and 45 age-matched peers. The Connors’ Abbreviated ADHD Rating Scale and standardized neuropsychological instruments including the Tower of London Test, Wisconsin Card Sorting Test, Stroop Colour and Word Test, and Phonemic Fluency Test were administered to assess various executive function domains. Data were analysed using non-parametric statistical methods in SPSS. Results indicated that children with ADHD showed significantly poorer performance in phonemic fluency, planning, and cognitive flexibility compared to the control group. Moreover, executive deficits increased in severity as ADHD symptoms intensified. The findings highlight the relevance of executive function assessment in clinical practice and support the development of intervention strategies targeting cognitive deficits to improve functional outcomes in children with ADHD.