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Abstract Aim and Background: The studies show verbal and visual-spatial working memory deficits in children with Attention Deficit Hyperactivity Disorder (ADHD). The aim of this research was to investigate working memory deficits in children with ADHD. Methods and Materials: The design of this research was ex post facto. Therefore, 60 children in 2 nd grade elementary (30 with and 30 without ADHD) were selected through simple random sampling. The instruments were Conner’s parental questionnaire, Clinical Interview, Wechsler Intelligence Scale for Children (WISC) for assessing verbal working memory and Corsi Blocks Task for assessing visual-spatial working memory. Data were analyzed using spss-20 software by ANOVA method. Findings: The results showed that there is a significant difference between ADHD and normal children in terms of verbal and visual-spatial working memory (P≤0.001). Children with ADHD had lower performance in these components. Also, Means of working memory in ADHD group was lower than normal group. Conclusions: Children with ADHD had deficits in visual-spatial and verbal working memory. Therapists and counselors recommended to pay attention to this important matter and use training based on components of working memory in children with ADHD. For examples, activities including memorizing some number and word, memorizing Short poems for children can do in these children.  

Keywords: verbal working memory, visual-spatial working memory, ADHD

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