Both working memory and attention-deficit/hyperactivity disorder (ADHD) have been associated with educational deficits. Since working memory deficits are prevalent in children with ADHD, the main aim of the present study was to examine whether educational deficits are driven by working memory deficits or driven by the effect of ADHD itself. Participants were referred children with (N=100) and without (N=100) ADHD ascertained from pediatric and psychiatric sources. Education deficits were defined as grade retention or placement in special classes, and were assessed using interviews and written rating scales. Working memory was assessed using the WISC-R Freedom from Distractibility (FFD) factor based on digit span, arithmetic and coding. Results were significantly more youth with ADHD had working memory deficits than controls (31.9% vs. 13.7%, p< 0.05). In ADHD children, working memory deficits were significantly (p no other differences were noted in other areas of functioning. Although working memory deficits also had some adverse impact on educational and cognitive correlates in non ADHD controls, these differences failed to attain statistical significance. Conclusion was that working memory deficits significantly and selectively increase the risk for academic deficits and cognitive dysfunction in children with ADHD beyond those conferred by ADHD. Screening for working memory deficits may help identify children with ADHD at high risk for academic and cognitive dysfunction.

Keywords: Attention Deficient Hyperkinetic Disorder; Working Memory.