ADHD, or attention-deficit
hyperactivity disorder, is a common childhood problem affecting as much as 3-5% of the school-age
population. The paper shows that the core symptoms of ADHD are inattention,
hyperactivity and impulsivity. Children with ADHD exhibit functional impairment across multiple settings and engage in disruptive behaviors, thus inviting criticism from adults and peer rejection. The paper examines how psycho stimulant medication has been shown to be reasonably successful, but may produce significant side effects in a school-age child. A multi-component model of intervention consisting of
pharmacological treatment in consonance with contingency management and cognitive behavior modification techniques seems to be the answer for this very baffling problem. The paper shows that for practitioners to have confidence in the expected outcomes, specific procedures to implement behavioral management in school classrooms must be scientifically replicated. Table of Contents: Introduction What is ADHD? Impact of ADHD Diagnostic Standards Related Disorders and Comorbidity Review of Literature Multi-Component Intervention Comorbidity Pharmacological Intervention Methodology Findings and Results Conclusions and Summary