PROMISING SCHOOL-BASED PRACTICES FOR STUDENTS WITH ATTENTION-DEFICIT DISORDER

The Federal Resource Center (FRC) at the University of Kentucky was ch arged with locating public school practices that were considered by pr actitioners to be successful in serving students with attention defici t disorder (ADD) and their families. The FRC formed teams of stakehold ers, representing parents, school personnel, health care and family su pport professionals, and researchers, to develop criteria by which to judge practices and to select promising practices. This article review s key features of the educational practices that showed strong promise in identification, intervention, and assessment.