Attention Deficit Disorder With Hyperactivity: a Review and Implications for the Classroom

Abstract

One of the most common problems experienced by elementary school children is attention deficit disorder with hyperactivity (ADD-H). Although this syndrome is defined by the American Psychiatric Association in the Diagnostic and Statistical Manual (3rd ed.) (DSM III), much of the research regarding its validity as a diagnostic category has been generated after publication of DSM II1. This article reviews the research findings related to the various forms of intervention or treatment commonly employed in work with ADD-H children. Among the topics addressed are direct observation studies, drug treatment, drug effects on academic achievement, diet interventions, behavior modification, cognitive behavior modification, and metacognition and executive control. Practical implications of the research data are suggested for educators and school psychologists who do their work in school environments.