Poster Abstracts


Prior research has identified neurocognitive performance differences among children and adolescents with comorbid attention-deficit/hyperactivity disorder and anxiety disorders (ADHD+ANX), relative to ADHD or ANX alone. These findings are mixed with regard to whether ANX hinders or facilitates cognitive performance in youth with ADHD. However, to the best of our knowledge, no studies have compared verbal learning and memory profiles of youth with ANX, ADHD, or ADHD+ANX. Evaluating verbal memory functioning may elucidate the cognitive correlates of these distinct diagnostic groups and inform differential diagnosis. The current study compared California Verbal Learning Test (CVLT-II, CVLT-C) performances of 192 clinic-referred youth (MeanAge=11.43 years; 63.5% male) that were diagnosed with ADHD (n=127), ANX (n=35), or ADHD+ANX (n=30) following neuropsychological evaluation. One-way ANOVAs (or Welch’s F tests) were conducted to compare diagnostic groups on CVLT immediate, delayed, and recognition performances. Results revealed no significant group differences across CVLT indices, Fs(2,191)=0.08–2.57, ps =.086 –.924. Taken together, diagnoses of ANX and ADHD may not differentially impact verbal learning and memory; however, additional research incorporating larger samples and alternative measures of verbal learning is warranted.

First AuthorKatherine C. Paltell
Second AuthorErin T. Kaseda
Third AuthorAllison N. Shields
Fourth AuthorAlexandra C. Kirsch