The aim of this study was to investigate the relationships between Theory of Mind (ToM), Working Memory (WM), and Verbal Comprehension (VC). Performance of these variables was evaluated in 44 elementary students (6–12 years) diagnosed with ADHD. Their performance in all variables was collected through the Neuropsychological Battery (NEPSY-II) and the Wechsler Intelligence Scale for Children IV. The results showed that fifty percent of the participants were below the 25th percentile in ToM and that this low performance was not related to age. In addition, analyses showed statistically significant relationships between WM, VC, and ToM. Analysis of the effect of WM and VC on ToM showed that only WM explained the variance in participant performance in ToM. These results led us to raise the need to include ToM among the skills to be stimulated in programs for the treatment of ADHD, accompanying other skills related to social adaptation that are usually included in such programs. Likewise, considering that ToM implies putting into practice skills such as considering different points of view, attending to relevant aspects of the context, making decisions, inferring mental states, and predicting behaviors, we believe that through the stimulation of ToM, WM would also be stimulated.

The advance of new hearing technologies has generated high expectations regarding the development and learning of deaf children, but little research has been done on the language levels of this generation of deaf learners who receive education at the same pace as their hearing peers. The aim of this study was to examine the relationships between academic competence (AC) in Spanish Literacy and Mathematics and linguistic comprehension of deaf Spanish students who are attending Primary Education in general classrooms. Scores on lexical and grammatical comprehension showed that most of them were below their chronological age, and the age gap was greatest for grammatical comprehension. Results showed significant differences both in lexical and grammatical levels when comparing deaf students with different levels of AC. Probing deeper into the relation between grammatical comprehension and AC, certain types of complex grammatical structures have been found related with a better Spanish Literacy. The intervention in linguistic competence should be included in a general programme of intervention in oral and written language.