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Objective: To examine the relationship between bilingual English-Spanish speakers and English-monolingual children in a clinical population and their performance on visual and verbal memory tasks/indices of the Wide Range Assessment of Memory and Learning2nd Edition (WRAML II). Hypotheses included that bilingual children would have significantly lower verbal memory scores, consistent with literature findings suggesting a possible lexical process hindering bilingual’s performance in verbal memory, and that children with neurodevelopmental disorders or conditions acquired that affect primarily attention and executive functioning would perform significantly worse than children with mood or psychiatric disorders on measures of visual and verbal memory. Method: 135 English-monolingual or English-Spanish bilingual pediatric participants were included from a larger record review database. Participants were between the ages of five and eighteen, at the time of testing. Visual and verbal memory indices of the WRAML II were analyzed. Results: Preliminary analysis using Pearson correlation was conducted and a MANOVA statistical analysis was completed for the two hypotheses. Results revealed no significant effect of bilingualism on visual and verbal memory performance. However, primary diagnosis on Axis I revealed that children with developmental and psychiatric conditions had significant lower visual memory index scores than children with ADHD and learning disorder diagnoses. Conclusion: Bilingualism did not have a significant effect on visual and verbal memory performance, while children with developmental and psychiatric conditions were noted to perform worse in visual memory index scores than children with ADHD and learning disorder. Results may have been be swayed by the diagnostic variability and small sample size.

C-01Performance of Pediatric Bilingual versus Monolingual English Speakers on Measures of Visual and Verbal Memory on the WRAML II