By Tim Aiello, MA, LPC, NCC, ADHD-CCSP
This is the fourth article in an eight-part series exploring the core executive functions and how ADHD affects them. Verbal working memory, a key executive function, enables us to hold and manipulate information in our minds using internal dialogue. It allows us to problem-solve, follow multi-step directions, and reflect on what we need to do next.
For individuals with ADHD, verbal working memory challenges can lead to difficulties with self-guidance, forgetting instructions, or losing focus mid-task. In this article, we’ll explain what verbal working memory is, how ADHD impacts it, and practical strategies to strengthen this skill.
What Is Verbal Working Memory?
Verbal working memory is the brain’s ability to temporarily hold and manipulate auditory information. It helps us:
Use internal dialogue to guide our actions.
Follow multi-step instructions or directions.
Keep track of information while actively engaging in a task.
In simpler terms, verbal working memory is your mental “to-do list.” It’s the voice in your head reminding you to turn off the stove or mentally rehearsing what you’ll say in a meeting (Barkley, 2012).
Why Is Verbal Working Memory Important?
Verbal working memory plays a critical role in daily functioning, including:
Self-Guidance: Using internal speech to stay on track, such as mentally telling yourself, “First, I’ll do this, then that.”
Task Completion: Remembering what step comes next while actively working on a project.
Learning and Problem-Solving: Repeating and processing verbal instructions or complex ideas.
Without strong verbal working memory, it’s challenging to follow through on tasks, stay organized, or adapt plans on the fly.
How ADHD Impacts Verbal Working Memory
ADHD affects verbal working memory by impairing the ability to retain and manipulate auditory information. This can lead to:
1. Forgetting Instructions
People with ADHD may struggle to remember verbal instructions, especially if they’re complex or given all at once. For example, they might forget steps in a recipe or miss details in a teacher’s directions.
2. Difficulty Using Internal Dialogue
ADHD can weaken the ability to use self-directed speech effectively. This may result in impulsive behavior, as the internal “pause and think” voice isn’t active or clear (Barkley, 2012).
3. Losing Track Mid-Task
Challenges with verbal working memory can cause someone to lose their train of thought while working on a task, leading to frequent restarts or missed steps.
4. Struggles with Complex Problem-Solving
Verbal working memory is essential for holding multiple pieces of information while reasoning through a problem. ADHD can make this juggling act feel overwhelming or impossible.
Why ADHD Behaviors Can Seem Disorganized or Impulsive
Deficits in verbal working memory often manifest in ways that can appear disorganized, careless, or impulsive, such as:
Repeating Questions: Forgetting verbal explanations and asking for the same information multiple times.
Skipping Steps: Losing track of the sequence required to complete a task.
Interrupting: Speaking impulsively without fully processing what others have said.
These behaviors stem from difficulties with verbal processing, not intentional disregard for rules or expectations.
Strategies to Strengthen Verbal Working Memory in ADHD
Although verbal working memory deficits are a hallmark of ADHD, there are strategies to improve this skill and work around its challenges:
1. Repeat and Rephrase
Repetition helps reinforce verbal information. For example:
Repeat instructions out loud to yourself.
Paraphrase what someone has told you to confirm understanding.
2. Use External Supports
Compensate for weak verbal working memory by using tools like:
Written instructions or checklists.
Voice memos to capture important details.
Visual aids paired with verbal information.
3. Break Instructions Into Smaller Chunks
When receiving verbal instructions, ask for them in smaller, manageable pieces. For example:
Instead of “clean the entire kitchen,” break it down into “clear the counters, load the dishwasher, wipe the table.”
Write each step down if necessary to keep track.
4. Develop Internal Dialogue with Prompts
Practice using internal speech to guide your actions. For example:
Ask yourself questions like, “What’s the next step?”
Narrate tasks in your head as you do them, such as, “Okay, now I’m sending the email.”
Over time, this habit strengthens verbal working memory and self-regulation.
5. Use Technology to Bridge Gaps
Apps and digital tools can support verbal working memory by helping you capture and organize information. Examples include:
Task management apps like Todoist or Notion.
Calendar reminders with voice notes for important tasks or events.
6. Seek ADHD-Specific Coaching or Therapy
Working with a therapist or coach can help develop personalized strategies to manage verbal working memory deficits. Techniques like cognitive behavioral therapy (CBT) or mindfulness practices can also improve focus and self-regulation (Safren et al., 2005).
Final Thoughts
Verbal working memory is a critical executive function that allows us to use internal speech to guide actions and solve problems. For individuals with ADHD, impairments in this area can lead to struggles with following instructions, staying focused, and completing tasks. However, with intentional strategies and external supports, it’s possible to strengthen this skill and improve daily functioning.
This article is the fourth in an eight-part series on executive functioning and ADHD. If you missed the earlier articles on self-awareness, inhibition, or non-verbal working memory, check them out to learn more about how ADHD impacts these essential skills. Stay tuned for the next article in the series, where we’ll explore emotional regulation and its role in ADHD.
References
Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.
Safren, S. A., Sprich, S., Chulvick, S., Otto, M. W., & Greenberg, R. G. (2005). Psychosocial treatments for adults with ADHD. Psychiatric Clinics of North America, 27(2), 349-360.
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