Comparative analysis of executive function and sensory processing in young adults with learning disorders and ADHD: A cross sectional study in a Saudi Arabian context

This study aimed to evaluate and compare the neurocognitive and sensory profiles of young adults diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and those with Specific Learning Disorders (LD). The sample comprised 400 undergraduate college students (Mage= 22.10) years, SD = 2.60); 52.5% male, 47.5% female), consisting of 201 individuals with a verified diagnosis of LD and 199 with a verified diagnosis of ADHD. Participants completed standardized instruments evaluating sensory processing patterns, working memory capacities, emotional regulation strategies, and cognitive flexibility. Multivariate Analysis of Variance (MANOVA) revealed distinct differences between the groups, heavily concentrated in working memory, sensory processing, and emotional regulation, while showcasing parity in general cognitive flexibility. Follow-up analyses demonstrated that the ADHD cohort exhibited significantly more pervasive deficits in working memory maintenance and attentional deployment. Conversely, the LD group demonstrated a highly reactive internal sensory environment characterized by elevated sensory sensitivity and avoidance, alongside a greater reliance on emotional expressive suppression. These findings highlight that while both groups share similar baseline tracks of cognitive flexibility, they possess distinct functional vulnerabilities. Ultimately, these profiles emphasize the need for Saudi higher education institutions to design targeted, culturally tailored academic accommodations and psychological interventions that address the unique cognitive and sensory demands of each student population.