The role of inner speech in goal processing in children with ADHD

Goal identification and retention involve key processing steps for task success (Chevalier, 2015). In this process, inner speech plays a critical role in executive functioning (Baron & Arbel,2022). Children with ADHD show deficits in inner speech (Berk & Potts,1991), possibly contributing to difficulties in task-switching tasks. This study aims at evaluating the effect of goal verbalization on ADHD children's performance.
Two age-matched groups (ADHD vs controls) were compared using an advanced computerized Dimensional Change Card Sorting test contrasting single tasks (no switch) with goal-switching tasks (no-switch and switch trials). Executive costs were examined across three conditions: verbalization, silence and articulatory suppression. Preliminary analysis compared 12 ADHD and 12 control children using mixed 3X2X3 repeated measures ANOVAs.
ADHD children showed slower reaction times and lower accuracy than controls. A marginal trend suggested they might struggle with specific trials, resulting in differences in the magnitude of mixing costs (comparing non-switch trials) and switching costs (comparing switch vs. non-switch trials) across groups. However, no interaction was found between group and condition, indicating similar effect of task-goal verbalization on performance.
The poorer performance of ADHD children suggests less effective goal identification and retention. These differences may be linked to increased executive costs associated with goal switching (marginal trend). However, they do not seem to arise from variations in using inner speech to goal “maintainment”, as both groups are similarly affected by the condition. Further investigation is needed, and data collection is ongoing.