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This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants in the treatment. Intervention parents and teachers maintained moderately high levels of adherence over 4 months based on multiple methods of implementation assessment, and acceptability ratings were all very favorable. Intervention participants demonstrated significant improvement in academic skills and productivity at post-test as compared to control participants, with moderately large effect sizes. Results suggest that a DRC intervention implemented within conjoint parent-teacher consultation may help to reduce the research to practice gap in evidence-based school interventions.Attention-Deficit/Hyperactivity Disorder (ADHD) is a highly prevalent disorder in elementary school (Rowland et al. 2001;Wolraich et al. 1998), which creates numerous management and instructional challenges for teachers (Reid et al. 1994). Despite the existence of evidence-based academic and behavioral treatments for ADHD (DuPaul and Eckert 1997;Pelham et al. 1998), such interventions do not appear widely or reliably used within schools. For example, the most recent survey of school-based practices for ADHD

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This commentary on the Competency Benchmarks and the Competency Assessment Toolkit articles focuses on 2 areas in which more work needs to be done to assure that a final process of competency evaluation is ultimately helpful to the field, to our clients, and to our constituents. First, improving competency assessment relative to previous historical attempts to do this is described as a priority, especially in the area of examining the psychometric adequacy of the decisions made based on competency assessments. Second, the article outlines the emerging regulatory context for the field that must be accounted for in any efforts to develop and implement competency assessments. Finally, concluding recommendations for next steps are given.