Promising School-Based Practices for Students with Attention Deficit Disorder

Abstract

The Federal Resource Center (FRC) at the University of Kentucky was charged with locating public school practices that were considered by practitioners to be successful in serving students with attention deficit disorder (ADD) and their families. The FRC formed teams of stakeholders, representing parents, school personnel, health care and family support professionals, and researchers, to develop criteria by which to judge practices and to select promising practices. This article reviews key features of the educational practices that showed strong promise in identification, intervention, and assessment.