Assessment and intervention for attention-deficit/hyperactivity disorder in the schools - Lessons from the MTA study

There appears to be a lack of communication between developmental or educat ional (school-based) assessments and health-related (physician-based) servi ces, according to a recent NIH Consensus Conference on ADHD. To address the se issues, the authors draw on some of their research experiences in the Mu ltimodality Treatment of ADHD (MTA) study, a national research project of t he National Institute of Mental Health and the US Department of Education. This article offers some ideas about how clinicians might improve communica tions with educators who implement and maintain intervention in the schools .