B-01: Visual-Motor Integration and Long-Term Retrieval Relationships: Comparing ADHD Combined and Inattentive Presentations in Youth
Abstract
Objectives: Cognitive processes, including visual-motor integration and long-term retrieval, are crucial for learning and are frequently impacted by ADHD in school-aged children. Given the distinct cognitive profiles across ADHD presentations, this study investigated visual-motor integration and long-term retrieval outcomes between ADHD Inattentive and Combined subtypes. Method/Data Selection: Archival data from a de-identified outpatient database were used. The sample comprised 20 participants aged 4–21 who underwent comprehensive psychological evaluations. Participants were grouped by presentation (Inattentive vs. Combined). Long-term retrieval was evaluated using standard scores from the Woodcock–Johnson Tests of Cognitive Abilities, while visual-motor integration was measured via standardized assessment (e.g., Beery–Buktenica Developmental Test of Visual-Motor Integration). Results/Data Synthesis: Independent samples t-tests examined group differences, and Pearson correlations evaluated the overall relationship between long-term retrieval and visual-motor integration. Statistical analyses were conducted in SPSS with alpha set at .05. A significant difference emerged between ADHD subtypes in long-term retrieval skills, F=7.46, p=.014. However, no significant differences were found between subtype groups regarding visual-motor integration scores. Conclusions: Existing literature supports the concept that Inattentive and Combined subtypes possess distinct cognitive profiles affecting learning and memory performance. The present findings reinforce these cognitive differences in long-term retrieval while finding similar visual-motor processing capabilities across groups. Future research should expand comparisons to include all three subtypes—Inattentive, Hyperactive/Impulsive, and Combined—with larger sample sizes. Additionally, investigating within-group disparities between long-term retrieval and visual-motor skills will help educators and clinicians better accommodate individual learning needs.