A Practical Guide to Implementing School-Based Interventions for Adolescents with ADHD

Most children who are di- agnosed with attention-def- icit hyperactivity disorder (ADHD)—roughly 70–80 % —exhibit persistent academic difficulties in middle and high schools. Oppositional and an- tisocial behaviors also emerge at a disproportionally high rate for adolescents with ADHD over the same timeframe. Such problems strain families, schools, and even the juvenile justice system; but it is unclear how counselors, therapists, social workers, psychologists, psychiatrists, school support personnel, and other helping professionals can effectively intervene.