Sensory–Cognitive Profiles in Children with ADHD: Exploring Perceptual–Motor, Auditory, and Oculomotor Function

Abstract

Objective: This observational cross-sectional study aimed to comprehensively evaluate sensory–cognitive performance in children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), with a focus on auditory processing, visual–perceptual abilities, visual–motor integration, and oculomotor function. The study further examined how hyperactivity, age, and gender may influence these domains. Methods: A total of 70 non-medicated children with clinically diagnosed ADHD (mean age = (Formula presented.) years; 67.1% male), all with normal visual acuity, were assessed using four standardized instruments: the Test of Auditory Processing Skills, Third Edition (TAPS-3), the Test of Visual Perceptual Skills, Fourth Edition (TVPS-4), the Beery–Buktenica Developmental Test of Visual–Motor Integration, Sixth Edition (VMI-6), and the Developmental Eye Movement (DEM) Test. Statistical analyses included one sample and independent samples t-tests, one-way ANOVA, and Pearson correlation coefficients. Results: Participants demonstrated significantly above-average performance in auditory processing (TAPS-3: (Formula presented.), (Formula presented.)), average visual–perceptual abilities (TVPS-4: (Formula presented.), (Formula presented.)), slightly below-average visual–motor integration (VMI-6: (Formula presented.), (Formula presented.)), and marked deficits in oculomotor efficiency (DEM ratio: (Formula presented.), (Formula presented.)). Statistically significant differences were observed across these domains (t-values ranging from 2.9 to 7.2, (Formula presented.)). Children with hyperactive-impulsive presentations exhibited lower horizontal DEM scores ((Formula presented.), (Formula presented.)) compared to inattentive counterparts ((Formula presented.), (Formula presented.) ; (Formula presented.)). Age and sex influenced specific subtest scores, with boys and children aged 8–9 years achieving higher outcomes in word memory ((Formula presented.)) and visual discrimination ((Formula presented.)), respectively. Moderate correlations were identified between auditory and visual–perceptual skills ((Formula presented.), (Formula presented.)), and between visual–perceptual and oculomotor performance ((Formula presented.), (Formula presented.)). Conclusions: The findings from this sample reveal a distinct sensory–cognitive profile in children with ADHD, characterized by relatively preserved auditory processing and pronounced oculomotor deficits. These results underscore the value of a multimodal assessment protocol that includes oculomotor and visual efficiency evaluations. The conclusions pertain specifically to the cohort studied and should not be generalized to all populations with ADHD without further validation.