Studies on Interventions for Attention Deficit/Hyperactivity Disorder
It is not because things are difficult that we do not dare to attempt them, but they are difficult because we do not dare to do so.
The treatment of Attention Deficit/Hyperactivity Disorder (AD/HD) is a process, not a product. There is more involved in how teachers approach meeting the needs of children with AD/HD than just which interventions are used. The effectiveness of a particular technique will vary according to its appropriateness for a particular student ( Baumgaertel, Copeland, & Wolraich, 1996). What might work with one person might not work with another. Therefore, a fundamental understanding of the variety of ways in which the disorder may present itself in an individual is crucial to the successful implementation of strategies ( Baumgaertel, Copeland, & Wolraich, 1996).
Due to the multifaceted nature of AD/HD, it may be necessary to use multiple treatments (Goldstein & Goldstein, 1990). For example, stimulant medication has been reported to be effective in controlling hyperactivity in many individuals, but long-term academic gains are not unanimously supported by research ( Armstrong, 1995; Barkley, 1990; Goldstein, 1997). Research does not support the misconception that medication is the only effective treatment for AD/HD. There seems to be some agreement (even among strong advocates for the use of medication) that this should not be the only intervention used for individuals with AD/HD ( Armstrong, 1995; Barkley, 1990, 1997; Phelan, 1993; Physicians' Desk Reference, 1995). A combination of procedures across settings may be the most logical ap-