The relationship between cognitive function and narrative speech in attention-deficit/hyperactivity disorder and autism spectrum disorder

Purpose This study aims to compare cognitive functions and narrative speech abilities in Persian-speaking adolescents with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. It also examined the relationships between these cognitive functions and narrative speech within each group. Design/methodology/approach A cross-sectional comparative design was used with 90 children aged 12–14 years (25 ASD, 25 ADHD, 40 TD). Cognitive assessment included the Stroop task for attention and the Auditory Verbal Learning Test for memory. Narrative speech was evaluated with a standardized Persian test. Findings Significant differences were found in memory recall, narrative speech and memory recognition, but not in attention. The TD group outperformed both clinical groups. The ADHD group performed better than the ASD group in these domains. Attention did not differ between clinical groups. No significant correlations were found between cognitive functions and narrative speech within the clinical groups. Research limitations/implications Findings indicate narrative deficits in ASD and ADHD stem from disorder-specific factors beyond basic cognition, emphasizing the need for tailored, multidimensional assessment and intervention. Originality/value This study contributes to limited Persian research on narrative abilities in neurodevelopmental disorders. It shows distinct cognitive-linguistic profiles in ASD and ADHD, where narrative impairments are not solely due to basic cognitive deficits. The results advocate for personalized intervention approaches based on each disorder’s unique profile.