Psychoeducational interventions for children and adolescents with attention-deficit/hyperactivity disorder

Children with attention-deficit/hyperactivity disorder (ADHD) are at risk f or impaired functioning in most areas related to school success. Despite th e benefits of psychostimulants and other medications to alleviate problem b ehaviors associated with ADHD, these therapies are unable to completely ame liorate behavior problems for all children with this disorder. Additionally , whereas pharmacologic therapies do impact behavioral functioning they hav e not been shown to improve academic achievement. Therefore, attention need s to be directed toward psychoeducational interventions and their ability t o increase the successful functioning of children with ADHD. The purpose of this article is to highlight some of the most prominent and empirically va lidated classroom intervention strategies for children with ADHD. Additiona lly, this article discusses the importance of choosing psychoeducational in terventions based on funtional assessment data. Finally, this article descr ibes progress monitoring strategies that should be used to determine the ef ficacy of intervention strategies.